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#433884 Designer Babies, and Their Babies: How ...

As if stand-alone technologies weren’t advancing fast enough, we’re in age where we must study the intersection points of these technologies. How is what’s happening in robotics influenced by what’s happening in 3D printing? What could be made possible by applying the latest advances in quantum computing to nanotechnology?

Along these lines, one crucial tech intersection is that of artificial intelligence and genomics. Each field is seeing constant progress, but Jamie Metzl believes it’s their convergence that will really push us into uncharted territory, beyond even what we’ve imagined in science fiction. “There’s going to be this push and pull, this competition between the reality of our biology with its built-in limitations and the scope of our aspirations,” he said.

Metzl is a senior fellow at the Atlantic Council and author of the upcoming book Hacking Darwin: Genetic Engineering and the Future of Humanity. At Singularity University’s Exponential Medicine conference last week, he shared his insights on genomics and AI, and where their convergence could take us.

Life As We Know It
Metzl explained how genomics as a field evolved slowly—and then quickly. In 1953, James Watson and Francis Crick identified the double helix structure of DNA, and realized that the order of the base pairs held a treasure trove of genetic information. There was such a thing as a book of life, and we’d found it.

In 2003, when the Human Genome Project was completed (after 13 years and $2.7 billion), we learned the order of the genome’s 3 billion base pairs, and the location of specific genes on our chromosomes. Not only did a book of life exist, we figured out how to read it.

Jamie Metzl at Exponential Medicine
Fifteen years after that, it’s 2018 and precision gene editing in plants, animals, and humans is changing everything, and quickly pushing us into an entirely new frontier. Forget reading the book of life—we’re now learning how to write it.

“Readable, writable, and hackable, what’s clear is that human beings are recognizing that we are another form of information technology, and just like our IT has entered this exponential curve of discovery, we will have that with ourselves,” Metzl said. “And it’s intersecting with the AI revolution.”

Learning About Life Meets Machine Learning
In 2016, DeepMind’s AlphaGo program outsmarted the world’s top Go player. In 2017 AlphaGo Zero was created: unlike AlphaGo, AlphaGo Zero wasn’t trained using previous human games of Go, but was simply given the rules of Go—and in four days it defeated the AlphaGo program.

Our own biology is, of course, vastly more complex than the game of Go, and that, Metzl said, is our starting point. “The system of our own biology that we are trying to understand is massively, but very importantly not infinitely, complex,” he added.

Getting a standardized set of rules for our biology—and, eventually, maybe even outsmarting our biology—will require genomic data. Lots of it.

Multiple countries already starting to produce this data. The UK’s National Health Service recently announced a plan to sequence the genomes of five million Britons over the next five years. In the US the All of Us Research Program will sequence a million Americans. China is the most aggressive in sequencing its population, with a goal of sequencing half of all newborns by 2020.

“We’re going to get these massive pools of sequenced genomic data,” Metzl said. “The real gold will come from comparing people’s sequenced genomes to their electronic health records, and ultimately their life records.” Getting people comfortable with allowing open access to their data will be another matter; Metzl mentioned that Luna DNA and others have strategies to help people get comfortable with giving consent to their private information. But this is where China’s lack of privacy protection could end up being a significant advantage.

To compare genotypes and phenotypes at scale—first millions, then hundreds of millions, then eventually billions, Metzl said—we’re going to need AI and big data analytic tools, and algorithms far beyond what we have now. These tools will let us move from precision medicine to predictive medicine, knowing precisely when and where different diseases are going to occur and shutting them down before they start.

But, Metzl said, “As we unlock the genetics of ourselves, it’s not going to be about just healthcare. It’s ultimately going to be about who and what we are as humans. It’s going to be about identity.”

Designer Babies, and Their Babies
In Metzl’s mind, the most serious application of our genomic knowledge will be in embryo selection.

Currently, in-vitro fertilization (IVF) procedures can extract around 15 eggs, fertilize them, then do pre-implantation genetic testing; right now what’s knowable is single-gene mutation diseases and simple traits like hair color and eye color. As we get to the millions and then billions of people with sequences, we’ll have information about how these genetics work, and we’re going to be able to make much more informed choices,” Metzl said.

Imagine going to a fertility clinic in 2023. You give a skin graft or a blood sample, and using in-vitro gametogenesis (IVG)—infertility be damned—your skin or blood cells are induced to become eggs or sperm, which are then combined to create embryos. The dozens or hundreds of embryos created from artificial gametes each have a few cells extracted from them, and these cells are sequenced. The sequences will tell you the likelihood of specific traits and disease states were that embryo to be implanted and taken to full term. “With really anything that has a genetic foundation, we’ll be able to predict with increasing levels of accuracy how that potential child will be realized as a human being,” Metzl said.

This, he added, could lead to some wild and frightening possibilities: if you have 1,000 eggs and you pick one based on its optimal genetic sequence, you could then mate your embryo with somebody else who has done the same thing in a different genetic line. “Your five-day-old embryo and their five-day-old embryo could have a child using the same IVG process,” Metzl said. “Then that child could have a child with another five-day-old embryo from another genetic line, and you could go on and on down the line.”

Sounds insane, right? But wait, there’s more: as Jason Pontin reported earlier this year in Wired, “Gene-editing technologies such as Crispr-Cas9 would make it relatively easy to repair, add, or remove genes during the IVG process, eliminating diseases or conferring advantages that would ripple through a child’s genome. This all may sound like science fiction, but to those following the research, the combination of IVG and gene editing appears highly likely, if not inevitable.”

From Crazy to Commonplace?
It’s a slippery slope from gene editing and embryo-mating to a dystopian race to build the most perfect humans possible. If somebody’s investing so much time and energy in selecting their embryo, Metzl asked, how will they think about the mating choices of their children? IVG could quickly leave the realm of healthcare and enter that of evolution.

“We all need to be part of an inclusive, integrated, global dialogue on the future of our species,” Metzl said. “Healthcare professionals are essential nodes in this.” Not least among this dialogue should be the question of access to tech like IVG; are there steps we can take to keep it from becoming a tool for a wealthy minority, and thereby perpetuating inequality and further polarizing societies?

As Pontin points out, at its inception 40 years ago IVF also sparked fear, confusion, and resistance—and now it’s as normal and common as could be, with millions of healthy babies conceived using the technology.

The disruption that genomics, AI, and IVG will bring to reproduction could follow a similar story cycle—if we’re smart about it. As Metzl put it, “This must be regulated, because it is life.”

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Posted in Human Robots

#433400 A Model for the Future of Education, and ...

As kids worldwide head back to school, I’d like to share my thoughts on the future of education.

Bottom line, how we educate our kids needs to radically change given the massive potential of exponential tech (e.g. artificial intelligence and virtual reality).

Without question, the number one driver for education is inspiration. As such, if you have a kid age 8–18, you’ll want to get your hands on an incredibly inspirational novel written by my dear friend Ray Kurzweil called Danielle: Chronicles of a Superheroine.

Danielle offers boys and girls a role model of a young woman who uses smart technologies and super-intelligence to partner with her friends to solve some of the world’s greatest challenges. It’s perfect to inspire anyone to pursue their moonshot.

Without further ado, let’s dive into the future of educating kids, and a summary of my white paper thoughts….

Just last year, edtech (education technology) investments surpassed a record high of 9.5 billion USD—up 30 percent from the year before.

Already valued at over half a billion USD, the AI in education market is set to surpass 6 billion USD by 2024.

And we’re now seeing countless new players enter the classroom, from a Soul Machines AI teacher specializing in energy use and sustainability to smart “lab schools” with personalized curricula.

As my two boys enter 1st grade, I continue asking myself, given the fact that most elementary schools haven’t changed in many decades (perhaps a century), what do I want my kids to learn? How do I think about elementary school during an exponential era?

This post covers five subjects related to elementary school education:

Five Issues with Today’s Elementary Schools
Five Guiding Principles for Future Education
An Elementary School Curriculum for the Future
Exponential Technologies in our Classroom
Mindsets for the 21st Century

Excuse the length of this post, but if you have kids, the details might be meaningful. If you don’t, then next week’s post will return to normal length and another fun subject.

Also, if you’d like to see my detailed education “white paper,” you can view or download it here.

Let’s dive in…

Five Issues With Today’s Elementary Schools
There are probably lots of issues with today’s traditional elementary schools, but I’ll just choose a few that bother me most.

Grading: In the traditional education system, you start at an “A,” and every time you get something wrong, your score gets lower and lower. At best it’s demotivating, and at worst it has nothing to do with the world you occupy as an adult. In the gaming world (e.g. Angry Birds), it’s just the opposite. You start with zero and every time you come up with something right, your score gets higher and higher.
Sage on the Stage: Most classrooms have a teacher up in front of class lecturing to a classroom of students, half of whom are bored and half of whom are lost. The one-teacher-fits-all model comes from an era of scarcity where great teachers and schools were rare.
Relevance: When I think back to elementary and secondary school, I realize how much of what I learned was never actually useful later in life, and how many of my critical lessons for success I had to pick up on my own (I don’t know about you, but I haven’t ever actually had to factor a polynomial in my adult life).
Imagination, Coloring inside the Lines: Probably of greatest concern to me is the factory-worker, industrial-era origin of today’s schools. Programs are so structured with rote memorization that it squashes the originality from most children. I’m reminded that “the day before something is truly a breakthrough, it’s a crazy idea.” Where do we pursue crazy ideas in our schools? Where do we foster imagination?
Boring: If learning in school is a chore, boring, or emotionless, then the most important driver of human learning, passion, is disengaged. Having our children memorize facts and figures, sit passively in class, and take mundane standardized tests completely defeats the purpose.

An average of 7,200 students drop out of high school each day, totaling 1.3 million each year. This means only 69 percent of students who start high school finish four years later. And over 50 percent of these high school dropouts name boredom as the number one reason they left.

Five Guiding Principles for Future Education
I imagine a relatively near-term future in which robotics and artificial intelligence will allow any of us, from ages 8 to 108, to easily and quickly find answers, create products, or accomplish tasks, all simply by expressing our desires.

From ‘mind to manufactured in moments.’ In short, we’ll be able to do and create almost whatever we want.

In this future, what attributes will be most critical for our children to learn to become successful in their adult lives? What’s most important for educating our children today?

For me it’s about passion, curiosity, imagination, critical thinking, and grit.

Passion: You’d be amazed at how many people don’t have a mission in life… A calling… something to jolt them out of bed every morning. The most valuable resource for humanity is the persistent and passionate human mind, so creating a future of passionate kids is so very important. For my 7-year-old boys, I want to support them in finding their passion or purpose… something that is uniquely theirs. In the same way that the Apollo program and Star Trek drove my early love for all things space, and that passion drove me to learn and do.
Curiosity: Curiosity is something innate in kids, yet something lost by most adults during the course of their life. Why? In a world of Google, robots, and AI, raising a kid that is constantly asking questions and running “what if” experiments can be extremely valuable. In an age of machine learning, massive data, and a trillion sensors, it will be the quality of your questions that will be most important.
Imagination: Entrepreneurs and visionaries imagine the world (and the future) they want to live in, and then they create it. Kids happen to be some of the most imaginative humans around… it’s critical that they know how important and liberating imagination can be.
Critical Thinking: In a world flooded with often-conflicting ideas, baseless claims, misleading headlines, negative news, and misinformation, learning the skill of critical thinking helps find the signal in the noise. This principle is perhaps the most difficult to teach kids.
Grit/Persistence: Grit is defined as “passion and perseverance in pursuit of long-term goals,” and it has recently been widely acknowledged as one of the most important predictors of and contributors to success.

Teaching your kids not to give up, to keep trying, and to keep trying new ideas for something that they are truly passionate about achieving is extremely critical. Much of my personal success has come from such stubbornness. I joke that both XPRIZE and the Zero Gravity Corporation were “overnight successes after 10 years of hard work.”

So given those five basic principles, what would an elementary school curriculum look like? Let’s take a look…

An Elementary School Curriculum for the Future
Over the last 30 years, I’ve had the pleasure of starting two universities, International Space University (1987) and Singularity University (2007). My favorite part of co-founding both institutions was designing and implementing the curriculum. Along those lines, the following is my first shot at the type of curriculum I’d love my own boys to be learning.

I’d love your thoughts, I’ll be looking for them here: https://www.surveymonkey.com/r/DDRWZ8R

For the purpose of illustration, I’ll speak about ‘courses’ or ‘modules,’ but in reality these are just elements that would ultimately be woven together throughout the course of K-6 education.

Module 1: Storytelling/Communications

When I think about the skill that has served me best in life, it’s been my ability to present my ideas in the most compelling fashion possible, to get others onboard, and support birth and growth in an innovative direction. In my adult life, as an entrepreneur and a CEO, it’s been my ability to communicate clearly and tell compelling stories that has allowed me to create the future. I don’t think this lesson can start too early in life. So imagine a module, year after year, where our kids learn the art and practice of formulating and pitching their ideas. The best of oration and storytelling. Perhaps children in this class would watch TED presentations, or maybe they’d put together their own TEDx for kids. Ultimately, it’s about practice and getting comfortable with putting yourself and your ideas out there and overcoming any fears of public speaking.

Module 2: Passions

A modern school should help our children find and explore their passion(s). Passion is the greatest gift of self-discovery. It is a source of interest and excitement, and is unique to each child.

The key to finding passion is exposure. Allowing kids to experience as many adventures, careers, and passionate adults as possible. Historically, this was limited by the reality of geography and cost, implemented by having local moms and dads presenting in class about their careers. “Hi, I’m Alan, Billy’s dad, and I’m an accountant. Accountants are people who…”

But in a world of YouTube and virtual reality, the ability for our children to explore 500 different possible careers or passions during their K-6 education becomes not only possible but compelling. I imagine a module where children share their newest passion each month, sharing videos (or VR experiences) and explaining what they love and what they’ve learned.

Module 3: Curiosity & Experimentation

Einstein famously said, “I have no special talent. I am only passionately curious.” Curiosity is innate in children, and many times lost later in life. Arguably, it can be said that curiosity is responsible for all major scientific and technological advances; it’s the desire of an individual to know the truth.

Coupled with curiosity is the process of experimentation and discovery. The process of asking questions, creating and testing a hypothesis, and repeated experimentation until the truth is found. As I’ve studied the most successful entrepreneurs and entrepreneurial companies, from Google and Amazon to Uber, their success is significantly due to their relentless use of experimentation to define their products and services.

Here I imagine a module which instills in children the importance of curiosity and gives them permission to say, “I don’t know, let’s find out.”

Further, a monthly module that teaches children how to design and execute valid and meaningful experiments. Imagine children who learn the skill of asking a question, proposing a hypothesis, designing an experiment, gathering the data, and then reaching a conclusion.

Module 4: Persistence/Grit

Doing anything big, bold, and significant in life is hard work. You can’t just give up when the going gets rough. The mindset of persistence, of grit, is a learned behavior I believe can be taught at an early age, especially when it’s tied to pursuing a child’s passion.

I imagine a curriculum that, each week, studies the career of a great entrepreneur and highlights their story of persistence. It would highlight the individuals and companies that stuck with it, iterated, and ultimately succeeded.

Further, I imagine a module that combines persistence and experimentation in gameplay, such as that found in Dean Kamen’s FIRST LEGO league, where 4th graders (and up) research a real-world problem such as food safety, recycling, energy, and so on, and are challenged to develop a solution. They also must design, build, and program a robot using LEGO MINDSTORMS®, then compete on a tabletop playing field.

Module 5: Technology Exposure

In a world of rapidly accelerating technology, understanding how technologies work, what they do, and their potential for benefiting society is, in my humble opinion, critical to a child’s future. Technology and coding (more on this below) are the new “lingua franca” of tomorrow.

In this module, I imagine teaching (age appropriate) kids through play and demonstration. Giving them an overview of exponential technologies such as computation, sensors, networks, artificial intelligence, digital manufacturing, genetic engineering, augmented/virtual reality, and robotics, to name a few. This module is not about making a child an expert in any technology, it’s more about giving them the language of these new tools, and conceptually an overview of how they might use such a technology in the future. The goal here is to get them excited, give them demonstrations that make the concepts stick, and then to let their imaginations run.

Module 6: Empathy

Empathy, defined as “the ability to understand and share the feelings of another,” has been recognized as one of the most critical skills for our children today. And while there has been much written, and great practices for instilling this at home and in school, today’s new tools accelerate this.

Virtual reality isn’t just about video games anymore. Artists, activists, and journalists now see the technology’s potential to be an empathy engine, one that can shine spotlights on everything from the Ebola epidemic to what it’s like to live in Gaza. And Jeremy Bailenson has been at the vanguard of investigating VR’s power for good.

For more than a decade, Bailenson’s lab at Stanford has been studying how VR can make us better people. Through the power of VR, volunteers at the lab have felt what it is like to be Superman (to see if it makes them more helpful), a cow (to reduce meat consumption), and even a coral (to learn about ocean acidification).

Silly as they might seem, these sorts of VR scenarios could be more effective than the traditional public service ad at making people behave. Afterwards, they waste less paper. They save more money for retirement. They’re nicer to the people around them. And this could have consequences in terms of how we teach and train everyone from cliquey teenagers to high court judges.

Module 7: Ethics/Moral Dilemmas

Related to empathy, and equally important, is the goal of infusing kids with a moral compass. Over a year ago, I toured a special school created by Elon Musk (the Ad Astra school) for his five boys (age 9 to 14). One element that is persistent in that small school of under 40 kids is the conversation about ethics and morals, a conversation manifested by debating real-world scenarios that our kids may one day face.

Here’s an example of the sort of gameplay/roleplay that I heard about at Ad Astra, that might be implemented in a module on morals and ethics. Imagine a small town on a lake, in which the majority of the town is employed by a single factory. But that factory has been polluting the lake and killing all the life. What do you do? It’s posed that shutting down the factory would mean that everyone loses their jobs. On the other hand, keeping the factory open means the lake is destroyed and the lake dies. This kind of regular and routine conversation/gameplay allows the children to see the world in a critically important fashion.

Module 8: The 3R Basics (Reading, wRiting & aRithmetic)

There’s no question that young children entering kindergarten need the basics of reading, writing, and math. The only question is what’s the best way for them to get it? We all grew up in the classic mode of a teacher at the chalkboard, books, and homework at night. But I would argue that such teaching approaches are long outdated, now replaced with apps, gameplay, and the concept of the flip classroom.

Pioneered by high school teachers Jonathan Bergman and Aaron Sams in 2007, the flipped classroom reverses the sequence of events from that of the traditional classroom.

Students view lecture materials, usually in the form of video lectures, as homework prior to coming to class. In-class time is reserved for activities such as interactive discussions or collaborative work, all performed under the guidance of the teacher.

The benefits are clear:

Students can consume lectures at their own pace, viewing the video again and again until they get the concept, or fast-forwarding if the information is obvious.
The teacher is present while students apply new knowledge. Doing the homework into class time gives teachers insight into which concepts, if any, that their students are struggling with and helps them adjust the class accordingly.
The flipped classroom produces tangible results: 71 percent of teachers who flipped their classes noticed improved grades, and 80 percent reported improved student attitudes as a result.

Module 9: Creative Expression & Improvisation

Every single one of us is creative. It’s human nature to be creative… the thing is that we each might have different ways of expressing our creativity.

We must encourage kids to discover and to develop their creative outlets early. In this module, imagine showing kids the many different ways creativity is expressed, from art to engineering to music to math, and then guiding them as they choose the area (or areas) they are most interested in. Critically, teachers (or parents) can then develop unique lessons for each child based on their interests, thanks to open education resources like YouTube and the Khan Academy. If my child is interested in painting and robots, a teacher or AI could scour the web and put together a custom lesson set from videos/articles where the best painters and roboticists in the world share their skills.

Adapting to change is critical for success, especially in our constantly changing world today. Improvisation is a skill that can be learned, and we need to be teaching it early.

In most collegiate “improv” classes, the core of great improvisation is the “Yes, and…” mindset. When acting out a scene, one actor might introduce a new character or idea, completely changing the context of the scene. It’s critical that the other actors in the scene say “Yes, and…” accept the new reality, then add something new of their own.

Imagine playing similar role-play games in elementary schools, where a teacher gives the students a scene/context and constantly changes variables, forcing them to adapt and play.

Module 10: Coding

Computer science opens more doors for students than any other discipline in today’s world. Learning even the basics will help students in virtually any career, from architecture to zoology.

Coding is an important tool for computer science, in the way that arithmetic is a tool for doing mathematics and words are a tool for English. Coding creates software, but computer science is a broad field encompassing deep concepts that go well beyond coding.

Every 21st century student should also have a chance to learn about algorithms, how to make an app, or how the internet works. Computational thinking allows preschoolers to grasp concepts like algorithms, recursion and heuristics. Even if they don’t understand the terms, they’ll learn the basic concepts.

There are more than 500,000 open jobs in computing right now, representing the number one source of new wages in the US, and these jobs are projected to grow at twice the rate of all other jobs.

Coding is fun! Beyond the practical reasons for learning how to code, there’s the fact that creating a game or animation can be really fun for kids.

Module 11: Entrepreneurship & Sales

At its core, entrepreneurship is about identifying a problem (an opportunity), developing a vision on how to solve it, and working with a team to turn that vision into reality. I mentioned Elon’s school, Ad Astra: here, again, entrepreneurship is a core discipline where students create and actually sell products and services to each other and the school community.

You could recreate this basic exercise with a group of kids in lots of fun ways to teach them the basic lessons of entrepreneurship.

Related to entrepreneurship is sales. In my opinion, we need to be teaching sales to every child at an early age. Being able to “sell” an idea (again related to storytelling) has been a critical skill in my career, and it is a competency that many people simply never learned.

The lemonade stand has been a classic, though somewhat meager, lesson in sales from past generations, where a child sits on a street corner and tries to sell homemade lemonade for $0.50 to people passing by. I’d suggest we step the game up and take a more active approach in gamifying sales, and maybe having the classroom create a Kickstarter, Indiegogo or GoFundMe campaign. The experience of creating a product or service and successfully selling it will create an indelible memory and give students the tools to change the world.

Module 12: Language

A little over a year ago, I spent a week in China meeting with parents whose focus on kids’ education is extraordinary. One of the areas I found fascinating is how some of the most advanced parents are teaching their kids new languages: through games. On the tablet, the kids are allowed to play games, but only in French. A child’s desire to win fully engages them and drives their learning rapidly.

Beyond games, there’s virtual reality. We know that full immersion is what it takes to become fluent (at least later in life). A semester abroad in France or Italy, and you’ve got a great handle on the language and the culture. But what about for an eight-year-old?

Imagine a module where for an hour each day, the children spend their time walking around Italy in a VR world, hanging out with AI-driven game characters who teach them, engage them, and share the culture and the language in the most personalized and compelling fashion possible.

Exponential Technologies for Our Classrooms
If you’ve attended Abundance 360 or Singularity University, or followed my blogs, you’ll probably agree with me that the way our children will learn is going to fundamentally transform over the next decade.

Here’s an overview of the top five technologies that will reshape the future of education:

Tech 1: Virtual Reality (VR) can make learning truly immersive. Research has shown that we remember 20 percent of what we hear, 30 percent of what we see, and up to 90 percent of what we do or simulate. Virtual reality yields the latter scenario impeccably. VR enables students to simulate flying through the bloodstream while learning about different cells they encounter, or travel to Mars to inspect the surface for life.

To make this a reality, Google Cardboard just launched its Pioneer Expeditions product. Under this program, thousands of schools around the world have gotten a kit containing everything a teacher needs to take his or her class on a virtual trip. While data on VR use in K-12 schools and colleges have yet to be gathered, the steady growth of the market is reflected in the surge of companies (including zSpace, Alchemy VR and Immersive VR Education) solely dedicated to providing schools with packaged education curriculum and content.

Add to VR a related technology called augmented reality (AR), and experiential education really comes alive. Imagine wearing an AR headset that is able to superimpose educational lessons on top of real-world experiences. Interested in botany? As you walk through a garden, the AR headset superimposes the name and details of every plant you see.

Tech 2: 3D Printing is allowing students to bring their ideas to life. Never mind the computer on every desktop (or a tablet for every student), that’s a given. In the near future, teachers and students will want or have a 3D printer on the desk to help them learn core science, technology, engineering and mathematics (STEM) principles. Bre Pettis, of MakerBot Industries, in a grand but practical vision, sees a 3D printer on every school desk in America. “Imagine if you had a 3D printer instead of a LEGO set when you were a kid; what would life be like now?” asks Mr. Pettis. You could print your own mini-figures, your own blocks, and you could iterate on new designs as quickly as your imagination would allow. MakerBots are now in over 5,000 K-12 schools across the US.

Taking this one step further, you could imagine having a 3D file for most entries in Wikipedia, allowing you to print out and study an object you can only read about or visualize in VR.

Tech 3: Sensors & Networks. An explosion of sensors and networks are going to connect everyone at gigabit speeds, making access to rich video available at all times. At the same time, sensors continue to miniaturize and reduce in power, becoming embedded in everything. One benefit will be the connection of sensor data with machine learning and AI (below), such that knowledge of a child’s attention drifting, or confusion, can be easily measured and communicated. The result would be a representation of the information through an alternate modality or at a different speed.

Tech 4: Machine Learning is making learning adaptive and personalized. No two students are identical—they have different modes of learning (by reading, seeing, hearing, doing), come from different educational backgrounds, and have different intellectual capabilities and attention spans. Advances in machine learning and the surging adaptive learning movement are seeking to solve this problem. Companies like Knewton and Dreambox have over 15 million students on their respective adaptive learning platforms. Soon, every education application will be adaptive, learning how to personalize the lesson for a specific student. There will be adaptive quizzing apps, flashcard apps, textbook apps, simulation apps and many more.

Tech 5: Artificial Intelligence or “An AI Teaching Companion.” Neil Stephenson’s book The Diamond Age presents a fascinating piece of educational technology called “A Young Lady’s Illustrated Primer.”

As described by Beat Schwendimann, “The primer is an interactive book that can answer a learner’s questions (spoken in natural language), teach through allegories that incorporate elements of the learner’s environment, and presents contextual just-in-time information.

“The primer includes sensors that monitor the learner’s actions and provide feedback. The learner is in a cognitive apprenticeship with the book: The primer models a certain skill (through allegorical fairy tale characters), which the learner then imitates in real life.

“The primer follows a learning progression with increasingly more complex tasks. The educational goals of the primer are humanist: To support the learner to become a strong and independently thinking person.”

The primer, an individualized AI teaching companion is the result of technological convergence and is beautifully described by YouTuber CGP Grey in his video: Digital Aristotle: Thoughts on the Future of Education.

Your AI companion will have unlimited access to information on the cloud and will deliver it at the optimal speed to each student in an engaging, fun way. This AI will demonetize and democratize education, be available to everyone for free (just like Google), and offering the best education to the wealthiest and poorest children on the planet equally.

This AI companion is not a tutor who spouts facts, figures and answers, but a player on the side of the student, there to help him or her learn, and in so doing, learn how to learn better. The AI is always alert, watching for signs of frustration and boredom that may precede quitting, for signs of curiosity or interest that tend to indicate active exploration, and for signs of enjoyment and mastery, which might indicate a successful learning experience.

Ultimately, we’re heading towards a vastly more educated world. We are truly living during the most exciting time to be alive.

Mindsets for the 21st Century
Finally, it’s important for me to discuss mindsets. How we think about the future colors how we learn and what we do. I’ve written extensively about the importance of an abundance and exponential mindset for entrepreneurs and CEOs. I also think that attention to mindset in our elementary schools, when a child is shaping the mental “operating system” for the rest of their life, is even more important.

As such, I would recommend that a school adopt a set of principles that teach and promote a number of mindsets in the fabric of their programs.

Many “mindsets” are important to promote. Here are a couple to consider:

Nurturing Optimism & An Abundance Mindset:
We live in a competitive world, and kids experience a significant amount of pressure to perform. When they fall short, they feel deflated. We all fail at times; that’s part of life. If we want to raise “can-do” kids who can work through failure and come out stronger for it, it’s wise to nurture optimism. Optimistic kids are more willing to take healthy risks, are better problem-solvers, and experience positive relationships. You can nurture optimism in your school by starting each day by focusing on gratitude (what each child is grateful for), or a “positive focus” in which each student takes 30 seconds to talk about what they are most excited about, or what recent event was positively impactful to them. (NOTE: I start every meeting inside my Strike Force team with a positive focus.)

Finally, helping students understand (through data and graphs) that the world is in fact getting better (see my first book: Abundance: The Future is Better Than You Think) will help them counter the continuous flow of negative news flowing through our news media.

When kids feel confident in their abilities and excited about the world, they are willing to work harder and be more creative.

Tolerance for Failure:
Tolerating failure is a difficult lesson to learn and a difficult lesson to teach. But it is critically important to succeeding in life.

Astro Teller, who runs Google’s innovation branch “X,” talks a lot about encouraging failure. At X, they regularly try to “kill” their ideas. If they are successful in killing an idea, and thus “failing,” they save lots of time, money and resources. The ideas they can’t kill survive and develop into billion-dollar businesses. The key is that each time an idea is killed, Astro rewards the team, literally, with cash bonuses. Their failure is celebrated and they become a hero.

This should be reproduced in the classroom: kids should try to be critical of their best ideas (learn critical thinking), then they should be celebrated for ‘successfully failing,’ perhaps with cake, balloons, confetti, and lots of Silly String.

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#432893 These 4 Tech Trends Are Driving Us ...

From a first-principles perspective, the task of feeding eight billion people boils down to converting energy from the sun into chemical energy in our bodies.

Traditionally, solar energy is converted by photosynthesis into carbohydrates in plants (i.e., biomass), which are either eaten by the vegans amongst us, or fed to animals, for those with a carnivorous preference.

Today, the process of feeding humanity is extremely inefficient.

If we could radically reinvent what we eat, and how we create that food, what might you imagine that “future of food” would look like?

In this post we’ll cover:

Vertical farms
CRISPR engineered foods
The alt-protein revolution
Farmer 3.0

Let’s dive in.

Vertical Farming
Where we grow our food…

The average American meal travels over 1,500 miles from farm to table. Wine from France, beef from Texas, potatoes from Idaho.

Imagine instead growing all of your food in a 50-story tall vertical farm in downtown LA or off-shore on the Great Lakes where the travel distance is no longer 1,500 miles but 50 miles.

Delocalized farming will minimize travel costs at the same time that it maximizes freshness.

Perhaps more importantly, vertical farming also allows tomorrow’s farmer the ability to control the exact conditions of her plants year round.

Rather than allowing the vagaries of the weather and soil conditions to dictate crop quality and yield, we can now perfectly control the growing cycle.

LED lighting provides the crops with the maximum amount of light, at the perfect frequency, 24 hours a day, 7 days a week.

At the same time, sensors and robots provide the root system the exact pH and micronutrients required, while fine-tuning the temperature of the farm.

Such precision farming can generate yields that are 200% to 400% above normal.

Next let’s explore how we can precision-engineer the genetic properties of the plant itself.

CRISPR and Genetically Engineered Foods
What food do we grow?

A fundamental shift is occurring in our relationship with agriculture. We are going from evolution by natural selection (Darwinism) to evolution by human direction.

CRISPR (the cutting edge gene editing tool) is providing a pathway for plant breeding that is more predictable, faster and less expensive than traditional breeding methods.

Rather than our crops being subject to nature’s random, environmental whim, CRISPR unlocks our capability to modify our crops to match the available environment.

Further, using CRISPR we will be able to optimize the nutrient density of our crops, enhancing their value and volume.

CRISPR may also hold the key to eliminating common allergens from crops. As we identify the allergen gene in peanuts, for instance, we can use CRISPR to silence that gene, making the crops we raise safer for and more accessible to a rapidly growing population.

Yet another application is our ability to make plants resistant to infection or more resistant to drought or cold.

Helping to accelerate the impact of CRISPR, the USDA recently announced that genetically engineered crops will not be regulated—providing an opening for entrepreneurs to capitalize on the opportunities for optimization CRISPR enables.

CRISPR applications in agriculture are an opportunity to help a billion people and become a billionaire in the process.

Protecting crops against volatile environments, combating crop diseases and increasing nutrient values, CRISPR is a promising tool to help feed the world’s rising population.

The Alt-Protein/Lab-Grown Meat Revolution
Something like a third of the Earth’s arable land is used for raising livestock—a massive amount of land—and global demand for meat is predicted to double in the coming decade.

Today, we must grow an entire cow—all bones, skin, and internals included—to produce a steak.

Imagine if we could instead start with a single muscle stem cell and only grow the steak, without needing the rest of the cow? Think of it as cellular agriculture.

Imagine returning millions, perhaps billions, of acres of grazing land back to the wilderness? This is the promise of lab-grown meats.

Lab-grown meat can also be engineered (using technology like CRISPR) to be packed with nutrients and be the healthiest, most delicious protein possible.

We’re watching this technology develop in real time. Several startups across the globe are already working to bring artificial meats to the food industry.

JUST, Inc. (previously Hampton Creek) run by my friend Josh Tetrick, has been on a mission to build a food system where everyone can get and afford delicious, nutritious food. They started by exploring 300,000+ species of plants all around the world to see how they can make food better and now are investing heavily in stem-cell-grown meats.

Backed by Richard Branson and Bill Gates, Memphis Meats is working on ways to produce real meat from animal cells, rather than whole animals. So far, they have produced beef, chicken, and duck using cultured cells from living animals.

As with vertical farming, transitioning production of our majority protein source to a carefully cultivated environment allows for agriculture to optimize inputs (water, soil, energy, land footprint), nutrients and, importantly, taste.

Farmer 3.0
Vertical farming and cellular agriculture are reinventing how we think about our food supply chain and what food we produce.

The next question to answer is who will be producing the food?

Let’s look back at how farming evolved through history.

Farmers 0.0 (Neolithic Revolution, around 9000 BCE): The hunter-gatherer to agriculture transition gains momentum, and humans cultivated the ability to domesticate plants for food production.

Farmers 1.0 (until around the 19th century): Farmers spent all day in the field performing backbreaking labor, and agriculture accounted for most jobs.

Farmers 2.0 (mid-20th century, Green Revolution): From the invention of the first farm tractor in 1812 through today, transformative mechanical biochemical technologies (fertilizer) boosted yields and made the job of farming easier, driving the US farm job rate down to less than two percent today.

Farmers 3.0: In the near future, farmers will leverage exponential technologies (e.g., AI, networks, sensors, robotics, drones), CRISPR and genetic engineering, and new business models to solve the world’s greatest food challenges and efficiently feed the eight-billion-plus people on Earth.

An important driver of the Farmer 3.0 evolution is the delocalization of agriculture driven by vertical and urban farms. Vertical farms and urban agriculture are empowering a new breed of agriculture entrepreneurs.

Let’s take a look at an innovative incubator in Brooklyn, New York called Square Roots.

Ten farm-in-a-shipping-containers in a Brooklyn parking lot represent the first Square Roots campus. Each 8-foot x 8.5-foot x 20-foot shipping container contains an equivalent of 2 acres of produce and can yield more than 50 pounds of produce each week.

For 13 months, one cohort of next-generation food entrepreneurs takes part in a curriculum with foundations in farming, business, community and leadership.

The urban farming incubator raised a $5.4 million seed funding round in August 2017.

Training a new breed of entrepreneurs to apply exponential technology to growing food is essential to the future of farming.

One of our massive transformative purposes at the Abundance Group is to empower entrepreneurs to generate extraordinary wealth while creating a world of abundance. Vertical farms and cellular agriculture are key elements enabling the next generation of food and agriculture entrepreneurs.

Conclusion
Technology is driving food abundance.

We’re already seeing food become demonetized, as the graph below shows.

From 1960 to 2014, the percent of income spent on food in the U.S. fell from 19 percent to under 10 percent of total disposable income—a dramatic decrease over the 40 percent of household income spent on food in 1900.

The dropping percent of per-capita disposable income spent on food. Source: USDA, Economic Research Service, Food Expenditure Series
Ultimately, technology has enabled a massive variety of food at a significantly reduced cost and with fewer resources used for production.

We’re increasingly going to optimize and fortify the food supply chain to achieve more reliable, predictable, and nutritious ways to obtain basic sustenance.

And that means a world with abundant, nutritious, and inexpensive food for every man, woman, and child.

What an extraordinary time to be alive.

Join Me
Abundance-Digital Online Community: I’ve created a Digital/Online community of bold, abundance-minded entrepreneurs called Abundance-Digital.

Abundance-Digital is my ‘onramp’ for exponential entrepreneurs—those who want to get involved and play at a higher level. Click here to learn more.

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#432021 Unleashing Some of the Most Ambitious ...

At Singularity University, we are unleashing a generation of women who are smashing through barriers and starting some of the most ambitious technology companies on the planet.

Singularity University was founded in 2008 to empower leaders to use exponential technologies to solve our world’s biggest challenges. Our flagship program, the Global Solutions Program, has historically brought 80 entrepreneurs from around the world to Silicon Valley for 10 weeks to learn about exponential technologies and create moonshot startups that improve the lives of a billion people within a decade.

After nearly 10 years of running this program, we can say that about 70 percent of our successful startups have been founded or co-founded by female entrepreneurs (see below for inspiring examples of their work). This is in sharp contrast to the typical 10–20 percent of venture-backed tech companies that have a female founder, as reported by TechCrunch.

How are we so dramatically changing the game? While 100 percent of the credit goes to these courageous women, as both an alumna of the Global Solutions Program and our current vice chair of Global Grand Challenges, I want to share my reflections on what has worked.

At the most basic level, it is essential to deeply believe in the inherent worth, intellectual genius, and profound entrepreneurial caliber of women. While this may seem obvious, this is not the way our world currently thinks—we live in a world that sees women’s ideas, contributions, work, and existence as inherently less valuable than men’s.

For example, a 2017 Harvard Business Review article noted that even when women engage in the same behaviors and work as men, their work is considered less valuable simply because a woman did the job. An additional 2017 Harvard Business Review article showed that venture capitalists are significantly less likely to invest in female entrepreneurs and are more likely to ask men questions about the potential success of their companies while grilling women about the potential downfalls of their companies.

This doubt and lack of recognition of the genius and caliber of women is also why women are still paid less than men for completing identical work. Further, it’s why women’s work often gets buried in “number two” support roles of men in leadership roles and why women are expected to take on second shifts at home managing tedious household chores in addition to their careers. I would also argue these views as well as the rampant sexual harassment, assault, and violence against women that exists today stems from stubborn, historical, patriarchal views of women as living for the benefit of men, rather than for their own sovereignty and inherent value.

As with any other business, Singularity University has not been immune to these biases but is resolutely focused on helping women achieve intellectual genius and global entrepreneurial caliber by harnessing powerful exponential technologies.

We create an environment where women can physically and intellectually thrive free of harassment to reach their full potential, and we are building a broader ecosystem of alumni and partners around the world who not only support our female entrepreneurs throughout their entrepreneurial journeys, but who are also sparking and leading systemic change in their own countries and communities.

Respecting the Intellectual Genius and Entrepreneurial Caliber of Women
The entrepreneurial legends of our time—Steve Jobs, Elon Musk, Mark Zuckerberg, Bill Gates, Jeff Bezos, Larry Page, Sergey Brin—are men who have all built their empires using exponential technologies. Exponential technologies helped these men succeed faster and with greater impact due to Moore’s Law and the Law of Accelerating Returns which states that any digital technology (such as computing, software, artificial intelligence, robotics, quantum computing, biotechnology, nanotechnology, etc.) will become more sophisticated while dramatically falling in price, enabling rapid scaling.

Knowing this, an entrepreneur can plot her way to an ambitious global solution over time, releasing new applications just as the technology and market are ready. Furthermore, these rapidly advancing technologies often converge to create new tools and opportunities for innovators to come up with novel solutions to challenges that were previously impossible to solve in the past.

For various reasons, women have not pursued exponential technologies as aggressively as men (or were prevented or discouraged from doing so).

While more women are founding firms at a higher rate than ever in wealthy countries like the United States, the majority are small businesses in linear industries that have been around for hundreds of years, such as social assistance, health, education, administrative, or consulting services. In lower-income countries, international aid agencies and nonprofits often encourage women to pursue careers in traditional handicrafts, micro-enterprise, and micro-finance. While these jobs have historically helped women escape poverty and gain financial independence, they have done little to help women realize the enormous power, influence, wealth, and ability to transform the world for the better that comes from building companies, nonprofits, and solutions grounded in exponential technologies.

We need women to be working with exponential technologies today in order to be powerful leaders in the future.

Participants who enroll in our Global Solutions Program spend the first few weeks of the program learning about exponential technologies from the world’s experts and the final weeks launching new companies or nonprofits in their area of interest. We require that women (as well as men) utilize exponential technologies as a condition of the program.

In this sense, at Singularity University women start their endeavors with all of us believing and behaving in a way that assumes they can achieve global impact at the level of our world’s most legendary entrepreneurs.

Creating an Environment Where Woman Can Thrive
While challenging women to embrace exponential technologies is essential, it is also important to create an environment where women can thrive. In particular, this means ensuring women feel at home on our campus by ensuring gender diversity, aggressively addressing sexual harassment, and flipping the traditional culture from one that penalizes women, to one that values and supports them.

While women were initially only a small minority of our Global Solutions Program, in 2014, we achieved around 50% female attendance—a statistic that has since held over the years.

This is not due to a quota—every year we turn away extremely qualified women from our program (and are working on reformulating the program to allow more people to participate in the future.) While part of our recruiting success is due to the efforts of our marketing team, we also benefited from the efforts of some of our early female founders, staff, faculty, and alumnae including Susan Fonseca, Emeline Paat-Dahlstrom, Kathryn Myronuk, Lajuanda Asemota, Chiara Giovenzana, and Barbara Silva Tronseca.

As early champions of Singularity University these women not only launched diversity initiatives and personally reached out to women, but were crucial role models holding leadership roles in our community. In addition, Fonseca and Silva also both created multiple organizations and initiatives outside of (or in conjunction with) the university that produced additional pipelines of female candidates. In particular, Fonseca founded Women@TheFrontier as well as other organizations focusing on women, technology and innovation, and Silva founded BestInnovation (a woman’s accelerator in Latin America), as well as led Singularity University’s Chilean Chapter and founded the first SingularityU Summit in Latin America.

These women’s efforts in globally scaling Singularity University have been critical in ensuring woman around the world now see Singularity University as a place where they can lead and shape the future.

Also, thanks to Google (Alphabet) and many of our alumni and partners, we were able to provide full scholarships to any woman (or man) to attend our program regardless of their economic status. Google committed significant funding for full scholarships while our partners around the world also hosted numerous Global Impact Competitions, where entrepreneurs pitched their solutions to their local communities with the winners earning a full scholarship funded by our partners to attend the Global Solution Program as their prize.

Google and our partners’ support helped individuals attend our program and created a wider buzz around exponential technology and social change around the world in local communities. It led to the founding of 110 SU chapters in 55 countries.

Another vital aspect of our work in supporting women has been trying to create a harassment-free environment. Throughout the Silicon Valley, more than 60% of women convey that while they are trying to build their companies or get their work done, they are also dealing with physical and sexual harassment while being demeaned and excluded in other ways in the workplace. We have taken actions to educate and train our staff on how to deal with situations should they occur. All staff receives training on harassment when they join Singularity University, and all Global Solutions Program participants attend mandatory trainings on sexual harassment when they first arrive on campus. We also have male and female wellness counselors available that can offer support to both individuals and teams of entrepreneurs throughout the entire program.

While at a minimum our campus must be physically safe for women, we also strive to create a culture that values women and supports them in the additional challenges and expectations they face. For example, one of our 2016 female participants, Van Duesterberg, was pregnant during the program and said that instead of having people doubt her commitment to her startup or make her prove she could handle having a child and running a start-up at the same time, people went out of their way to help her.

“I was the epitome of a person not supposed to be doing a startup,” she said. “I was pregnant and would need to take care of my child. But Singularity University was supportive and encouraging. They made me feel super-included and that it was possible to do both. I continue to come back to campus even though the program is over because the network welcomes me and supports me rather than shuts me out because of my physical limitations. Rather than making me feel I had to prove myself, everyone just understood me and supported me, whether it was bringing me healthy food or recommending funders.”

Another strength that we have in supporting women is that after the Global Solutions Program, entrepreneurs have access to a much larger ecosystem.

Many entrepreneurs partake in SU Ventures, which can provide further support to startups as they develop, and we now have a larger community of over 200,000 people in almost every country. These members have often attended other Singularity University programs, events and are committed to our vision of the future. These women and men consist of business executives, Fortune 500 companies, investors, nonprofit and government leaders, technologists, members of the media, and other movers and shakers in the world. They have made introductions for our founders, collaborated with them on business ventures, invested in them and showcased their work at high profile events around the world.

Building for the Future
While our Global Solutions Program is making great strides in supporting female entrepreneurs, there is always more work to do. We are now focused on achieving the same degree of female participation across all of our programs and actively working to recruit and feature more female faculty and speakers on stage. As our community grows and scales around the world, we are also intent at how to best uphold our values and policies around sexual harassment across diverse locations and cultures. And like all businesses everywhere, we are focused on recruiting more women to serve at senior leadership levels within SU. As we make our way forward, we hope that you will join us in boldly leading this change and recognizing the genius and power of female entrepreneurs.

Meet Some of Our Female Moonshots
While we have many remarkable female entrepreneurs in the Singularity University community, the list below features a few of the women who have founded or co-founded companies at the Global Solutions Program that have launched new industries and are on their way to changing the way our world works for millions if not billions of people.

Jessica Scorpio co-founded Getaround in 2009. Getaround was one of the first car-sharing service platforms allowing anyone to rent out their car using a smartphone app. GetAround was a revolutionary idea in 2009, not only because smartphones and apps were still in their infancy, but because it was unthinkable that a technology startup could disrupt the major entrenched car, transport, and logistics companies. Scorpio’s early insights and pioneering entrepreneurial work brought to life new ways that humans relate to car sharing and the future self-driving car industry. Scorpio and Getaround have won numerous awards, and Getaround now serves over 200,000 members.

Paola Santana co-founded Matternet in 2011, which pioneered the commercial drone transport industry. In 2011, only military, hobbyists or the film industry used drones. Matternet demonstrated that drones could be used for commercial transport in short point-to-point deliveries for high-value goods laying the groundwork for drone transport around the world as well as some of the early thinking behind the future flying car industry. Santana was also instrumental in shaping regulations for the use of commercial drones around the world, making the industry possible.

Sara Naseri co-founded Qurasense in 2014, a life sciences start-up that analyzes women’s health through menstrual blood allowing women to track their health every month. Naseri is shifting our understanding of women’s menstrual blood as a waste product and something “not to be talked about,” to a rich, non-invasive, abundant source of information about women’s health.

Abi Ramanan co-founded ImpactVision in 2015, a software company that rapidly analyzes the quality and characteristics of food through hyperspectral images. Her long-term vision is to digitize food supply chains to reduce waste and fraud, given that one-third of all food is currently wasted before it reaches our plates. Ramanan is also helping the world understand that hyperspectral technology can be used in many industries to help us “see the unseen” and augment our ability to sense and understand what is happening around us in a much more sophisticated way.

Anita Schjøll Brede and Maria Ritola co-founded Iris AI in 2015, an artificial intelligence company that is building an AI research assistant that drastically improves the efficiency of R&D research and breaks down silos between different industries. Their long-term vision is for Iris AI to become smart enough that she will become a scientist herself. Fast Company named Iris AI one of the 10 most innovative artificial intelligence companies for 2017.

Hla Hla Win co-founded 360ed in 2016, a startup that conducts teacher training and student education through virtual reality and augmented reality in Myanmar. They have already connected teachers from 128 private schools in Myanmar with schools teaching 21st-century skills in Silicon Valley and around the world. Their moonshot is to build a platform where any teacher in the world can share best practices in teachers’ training. As they succeed, millions of children in some of the poorest parts of the world will have access to a 21st-century education.

Min FitzGerald and Van Duesterberg cofounded Nutrigene in 2017, a startup that ships freshly formulated, tailor-made supplement elixirs directly to consumers. Their long-term vision is to help people optimize their health using actionable data insights, so people can take a guided, tailored approaching to thriving into longevity.

Anna Skaya co-founded Basepaws in 2016, which created the first genetic test for cats and is building a community of citizen scientist pet owners. They are creating personalized pet products such as supplements, therapeutics, treats, and toys while also developing a database of genetic data for future research that will help both humans and pets over the long term.

Olivia Ramos co-founded Deep Blocks in 2016, a startup using artificial intelligence to integrate and streamline the processes of architecture, pre-construction, and real estate. As digital technologies, artificial intelligence, and robotics advance, it no longer makes sense for these industries to exist separately. Ramos recognized the tremendous value and efficiency that it is now possible to unlock with exponential technologies and creating an integrated industry in the future.

Please also visit our website to learn more about other female entrepreneurs, staff and faculty who are pioneering the future through exponential technologies. Continue reading

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#431899 Darker Still: Black Mirror’s New ...

The key difference between science fiction and fantasy is that science fiction is entirely possible because of its grounding in scientific facts, while fantasy is not. This is where Black Mirror is both an entertaining and terrifying work of science fiction. Created by Charlie Brooker, the anthological series tells cautionary tales of emerging technology that could one day be an integral part of our everyday lives.
While watching the often alarming episodes, one can’t help but recognize the eerie similarities to some of the tech tools that are already abundant in our lives today. In fact, many previous Black Mirror predictions are already becoming reality.
The latest season of Black Mirror was arguably darker than ever. This time, Brooker seemed to focus on the ethical implications of one particular area: neurotechnology.
Emerging Neurotechnology
Warning: The remainder of this article may contain spoilers from Season 4 of Black Mirror.
Most of the storylines from season four revolve around neurotechnology and brain-machine interfaces. They are based in a world where people have the power to upload their consciousness onto machines, have fully immersive experiences in virtual reality, merge their minds with other minds, record others’ memories, and even track what others are thinking, feeling, and doing.
How can all this ever be possible? Well, these capabilities are already being developed by pioneers and researchers globally. Early last year, Elon Musk unveiled Neuralink, a company whose goal is to merge the human mind with AI through a neural lace. We’ve already connected two brains via the internet, allowing one brain to communicate with another. Various research teams have been able to develop mechanisms for “reading minds” or reconstructing memories of individuals via devices. The list goes on.
With many of the technologies we see in Black Mirror it’s not a question of if, but when. Futurist Ray Kurzweil has predicted that by the 2030s we will be able to upload our consciousness onto the cloud via nanobots that will “provide full-immersion virtual reality from within the nervous system, provide direct brain-to-brain communication over the internet, and otherwise greatly expand human intelligence.” While other experts continue to challenge Kurzweil on the exact year we’ll accomplish this feat, with the current exponential growth of our technological capabilities, we’re on track to get there eventually.
Ethical Questions
As always, technology is only half the conversation. Equally fascinating are the many ethical and moral questions this topic raises.
For instance, with the increasing convergence of artificial intelligence and virtual reality, we have to ask ourselves if our morality from the physical world transfers equally into the virtual world. The first episode of season four, USS Calister, tells the story of a VR pioneer, Robert Daley, who creates breakthrough AI and VR to satisfy his personal frustrations and sexual urges. He uses the DNA of his coworkers (and their children) to re-create them digitally in his virtual world, to which he escapes to torture them, while they continue to be indifferent in the “real” world.
Audiences are left asking themselves: should what happens in the digital world be considered any less “real” than the physical world? How do we know if the individuals in the virtual world (who are ultimately based on algorithms) have true feelings or sentiments? Have they been developed to exhibit characteristics associated with suffering, or can they really feel suffering? Fascinatingly, these questions point to the hard problem of consciousness—the question of if, why, and how a given physical process generates the specific experience it does—which remains a major mystery in neuroscience.
Towards the end of USS Calister, the hostages of Daley’s virtual world attempt to escape through suicide, by committing an act that will delete the code that allows them to exist. This raises yet another mind-boggling ethical question: if we “delete” code that signifies a digital being, should that be considered murder (or suicide, in this case)? Why shouldn’t it? When we murder someone we are, in essence, taking away their capacity to live and to be, without their consent. By unplugging a self-aware AI, wouldn’t we be violating its basic right to live in the same why? Does AI, as code, even have rights?
Brain implants can also have a radical impact on our self-identity and how we define the word “I”. In the episode Black Museum, instead of witnessing just one horror, we get a series of scares in little segments. One of those segments tells the story of a father who attempts to reincarnate the mother of his child by uploading her consciousness into his mind and allowing her to live in his head (essentially giving him multiple personality disorder). In this way, she can experience special moments with their son.
With “no privacy for him, and no agency for her” the good intention slowly goes very wrong. This story raises a critical question: should we be allowed to upload consciousness into limited bodies? Even more, if we are to upload our minds into “the cloud,” at what point do we lose our individuality to become one collective being?
These questions can form the basis of hours of debate, but we’re just getting started. There are no right or wrong answers with many of these moral dilemmas, but we need to start having such discussions.
The Downside of Dystopian Sci-Fi
Like last season’s San Junipero, one episode of the series, Hang the DJ, had an uplifting ending. Yet the overwhelming majority of the stories in Black Mirror continue to focus on the darkest side of human nature, feeding into the pre-existing paranoia of the general public. There is certainly some value in this; it’s important to be aware of the dangers of technology. After all, what better way to explore these dangers before they occur than through speculative fiction?
A big takeaway from every tale told in the series is that the greatest threat to humanity does not come from technology, but from ourselves. Technology itself is not inherently good or evil; it all comes down to how we choose to use it as a society. So for those of you who are techno-paranoid, beware, for it’s not the technology you should fear, but the humans who get their hands on it.
While we can paint negative visions for the future, though, it is also important to paint positive ones. The kind of visions we set for ourselves have the power to inspire and motivate generations. Many people are inherently pessimistic when thinking about the future, and that pessimism in turn can shape their contributions to humanity.
While utopia may not exist, the future of our species could and should be one of solving global challenges, abundance, prosperity, liberation, and cosmic transcendence. Now that would be a thrilling episode to watch.
Image Credit: Billion Photos / Shutterstock.com Continue reading

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