Tag Archives: life

#433689 The Rise of Dataism: A Threat to Freedom ...

Posted on September 30, 2018 by Android

What would happen if we made all of our data public—everything from wearables monitoring our biometrics, all the way to smartphones monitoring our location, our social media activity, and even our internet search history?

Would such insights into our lives simply provide companies and politicians with greater power to invade our privacy and manipulate us by using our psychological profiles against us?

A burgeoning new philosophy called dataism doesn’t think so.

In fact, this trending ideology believes that liberating the flow of data is the supreme value of the universe, and that it could be the key to unleashing the greatest scientific revolution in the history of humanity.

What Is Dataism?
First mentioned by David Brooks in his 2013 New York Times article “The Philosophy of Data,” dataism is an ethical system that has been most heavily explored and popularized by renowned historian, Yuval Noah Harari.

In his 2016 book Homo Deus, Harari described dataism as a new form of religion that celebrates the growing importance of big data.

Its core belief centers around the idea that the universe gives greater value and support to systems, individuals, and societies that contribute most heavily and efficiently to data processing. In an interview with Wired, Harari stated, “Humans were special and important because up until now they were the most sophisticated data processing system in the universe, but this is no longer the case.”

Now, big data and machine learning are proving themselves more sophisticated, and dataists believe we should hand over as much information and power to these algorithms as possible, allowing the free flow of data to unlock innovation and progress unlike anything we’ve ever seen before.

Pros: Progress and Personal Growth
When you let data run freely, it’s bound to be mixed and matched in new ways that inevitably spark progress. And as we enter the exponential future where every person is constantly connected and sharing their data, the potential for such collaborative epiphanies becomes even greater.

We can already see important increases in quality of life thanks to companies like Google. With Google Maps on your phone, your position is constantly updating on their servers. This information, combined with everyone else on the planet using a phone with Google Maps, allows your phone to inform you of traffic conditions. Based on the speed and location of nearby phones, Google can reroute you to less congested areas or help you avoid accidents. And since you trust that these algorithms have more data than you, you gladly hand over your power to them, following your GPS’s directions rather than your own.

We can do the same sort of thing with our bodies.

Imagine, for instance, a world where each person has biosensors in their bloodstreams—a not unlikely or distant possibility when considering diabetic people already wear insulin pumps that constantly monitor their blood sugar levels. And let’s assume this data was freely shared to the world.

Now imagine a virus like Zika or the Bird Flu breaks out. Thanks to this technology, the odd change in biodata coming from a particular region flags an artificial intelligence that feeds data to the CDC (Center for Disease Control and Prevention). Recognizing that a pandemic could be possible, AIs begin 3D printing vaccines on-demand, predicting the number of people who may be afflicted. When our personal AIs tell us the locations of the spreading epidemic and to take the vaccine it just delivered by drone to our homes, are we likely to follow its instructions? Almost certainly—and if so, it’s likely millions, if not billions, of lives will have been saved.

But to quickly create such vaccines, we’ll also need to liberate research.

Currently, universities and companies seeking to benefit humankind with medical solutions have to pay extensively to organize clinical trials and to find people who match their needs. But if all our biodata was freely aggregated, perhaps they could simply say “monitor all people living with cancer” to an AI, and thanks to the constant stream of data coming in from the world’s population, a machine learning program may easily be able to detect a pattern and create a cure.

As always in research, the more sample data you have, the higher the chance that such patterns will emerge. If data is flowing freely, then anyone in the world can suddenly decide they have a hunch they want to explore, and without having to spend months and months of time and money hunting down the data, they can simply test their hypothesis.

Whether garage tinkerers, at-home scientists, or PhD students—an abundance of free data allows for science to progress unhindered, each person able to operate without being slowed by lack of data. And any progress they make is immediately liberated, becoming free data shared with anyone else that may find a use for it.

Any individual with a curious passion would have the entire world’s data at their fingertips, empowering every one of us to become an expert in any subject that inspires us. Expertise we can then share back into the data stream—a positive feedback loop spearheading progress for the entirety of humanity’s knowledge.

Such exponential gains represent a dataism utopia.

Unfortunately, our current incentives and economy also show us the tragic failures of this model.

As Harari has pointed out, the rise of datism means that “humanism is now facing an existential challenge and the idea of ‘free will’ is under threat.”

Cons: Manipulation and Extortion
In 2017, The Economist declared that data was the most valuable resource on the planet—even more valuable than oil.

Perhaps this is because data is ‘priceless’: it represents understanding, and understanding represents control. And so, in the world of advertising and politics, having data on your consumers and voters gives you an incredible advantage.

This was evidenced by the Cambridge Analytica scandal, in which it’s believed that Donald Trump and the architects of Brexit leveraged users’ Facebook data to create psychological profiles that enabled them to manipulate the masses.

How powerful are these psychological models?

A team who built a model similar to that used by Cambridge Analytica said their model could understand someone as well as a coworker with access to only 10 Facebook likes. With 70 likes they could know them as well as a friend might, 150 likes to match their parents’ understanding, and at 300 likes they could even come to know someone better than their lovers. With more likes, they could even come to know someone better than that person knows themselves.

Proceeding With Caution
In a capitalist democracy, do we want businesses and politicians to know us better than we know ourselves?

In spite of the remarkable benefits that may result for our species by freely giving away our information, do we run the risk of that data being used to exploit and manipulate the masses towards a future without free will, where our daily lives are puppeteered by those who own our data?

It’s extremely possible.

And it’s for this reason that one of the most important conversations we’ll have as a species centers around data ownership: do we just give ownership of the data back to the users, allowing them to choose who to sell or freely give their data to? Or will that simply deter the entrepreneurial drive and cause all of the free services we use today, like Google Search and Facebook, to begin charging inaccessible prices? How much are we willing to pay for our freedom? And how much do we actually care?

If recent history has taught us anything, it’s that humans are willing to give up more privacy than they like to think. Fifteen years ago, it would have been crazy to suggest we’d all allow ourselves to be tracked by our cars, phones, and daily check-ins to our favorite neighborhood locations; but now most of us see it as a worthwhile trade for optimized commutes and dating. As we continue navigating that fine line between exploitation and innovation into a more technological future, what other trade-offs might we be willing to make?

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Posted in Human Robots

#433594 Technology and Compassion: A ...

Posted on September 23, 2018 by Android

From how we get around to how we spend our time to how we manage our health, technology is changing our lives—not to mention economies, governments, and cities around the world. Tech has brought good to individuals and societies by, for example, democratizing access to information and lowering the cost of many products and services. But it’s also brought less-desirable effects we can’t ignore, like a rise in mental health problems and greater wealth inequality.

To keep pushing tech in a direction that will benefit humanity as a whole—rather than benefiting a select few—we must encourage open dialogues about these topics among leading figures in business, government, and spirituality.

To that end, SingularityU The Netherlands recently hosted a dialogue about compassion and technology with His Holiness the Dalai Lama. The event was attended by students and tech innovators, ambassadors, members of the Dutch royal family, and other political and business leaders.

The first half of the conversation focused on robotics, telepresence, and artificial intelligence. His Holiness spoke with Tilly Lockey, a British student helping tech companies create bionic limbs, Karen Dolva, CEO of telepresence company No Isolation, and Maarten Steinbuch, faculty chair of robotics at SingularityU the Netherlands and a professor of systems and control at TU Eindhoven.

When asked what big tech companies could be doing to help spread good around the world, His Holiness pointed out that while technology has changed many aspects of life in developed countries, there is still immense suffering in less-developed nations, and tech companies should pay more attention to the poorer communities around the world.

In the second half of the event, focus switched to sickness, aging, and death. Speakers included Liz Parrish, CEO of BioViva Sciences, Kris Verburgh, faculty chair of health and medicine at SingularityU the Netherlands, Jeantine Lunshof, a bio-ethicist at MIT Media Lab, and Selma Boulmalf, a religious studies student at University of Amsterdam. Among other topics, they talked with His Holiness about longevity research and the drawbacks of trying to extend our lifespans or achieve immortality.

Both sessions were moderated by Christa Meindersma, founder and chair of the Himalaya Initiative for Culture and Society. The event served as the ceremonial opening of an exhibition called The Life of the Buddha, Path to the Present, on display in Amsterdam’s 15-century De Nieuwe Kerk church through February 2019.

In the 21st century, His Holiness said, “There is real possibility to create a happier world, peaceful world. So now we need vision. A peaceful world on the basis of a sense of oneness of humanity.”

Technology’s role in that world is being developed and refined every day, and we must maintain an ongoing awareness of its positive and negative repercussions—on everyone.

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Posted in Human Robots

#433506 MIT’s New Robot Taught Itself to Pick ...

Posted on September 18, 2018 by Android

Back in 2016, somewhere in a Google-owned warehouse, more than a dozen robotic arms sat for hours quietly grasping objects of various shapes and sizes. For hours on end, they taught themselves how to pick up and hold the items appropriately—mimicking the way a baby gradually learns to use its hands.

Now, scientists from MIT have made a new breakthrough in machine learning: their new system can not only teach itself to see and identify objects, but also understand how best to manipulate them.

This means that, armed with the new machine learning routine referred to as “dense object nets (DON),” the robot would be capable of picking up an object that it’s never seen before, or in an unfamiliar orientation, without resorting to trial and error—exactly as a human would.

The deceptively simple ability to dexterously manipulate objects with our hands is a huge part of why humans are the dominant species on the planet. We take it for granted. Hardware innovations like the Shadow Dexterous Hand have enabled robots to softly grip and manipulate delicate objects for many years, but the software required to control these precision-engineered machines in a range of circumstances has proved harder to develop.

This was not for want of trying. The Amazon Robotics Challenge offers millions of dollars in prizes (and potentially far more in contracts, as their $775m acquisition of Kiva Systems shows) for the best dexterous robot able to pick and package items in their warehouses. The lucrative dream of a fully-automated delivery system is missing this crucial ability.

Meanwhile, the Robocup@home challenge—an offshoot of the popular Robocup tournament for soccer-playing robots—aims to make everyone’s dream of having a robot butler a reality. The competition involves teams drilling their robots through simple household tasks that require social interaction or object manipulation, like helping to carry the shopping, sorting items onto a shelf, or guiding tourists around a museum.

Yet all of these endeavors have proved difficult; the tasks often have to be simplified to enable the robot to complete them at all. New or unexpected elements, such as those encountered in real life, more often than not throw the system entirely. Programming the robot’s every move in explicit detail is not a scalable solution: this can work in the highly-controlled world of the assembly line, but not in everyday life.

Computer vision is improving all the time. Neural networks, including those you train every time you prove that you’re not a robot with CAPTCHA, are getting better at sorting objects into categories, and identifying them based on sparse or incomplete data, such as when they are occluded, or in different lighting.

But many of these systems require enormous amounts of input data, which is impractical, slow to generate, and often needs to be laboriously categorized by humans. There are entirely new jobs that require people to label, categorize, and sift large bodies of data ready for supervised machine learning. This can make machine learning undemocratic. If you’re Google, you can make thousands of unwitting volunteers label your images for you with CAPTCHA. If you’re IBM, you can hire people to manually label that data. If you’re an individual or startup trying something new, however, you will struggle to access the vast troves of labeled data available to the bigger players.

This is why new systems that can potentially train themselves over time or that allow robots to deal with situations they’ve never seen before without mountains of labelled data are a holy grail in artificial intelligence. The work done by MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL) is part of a new wave of “self-supervised” machine learning systems—little of the data used was labeled by humans.

The robot first inspects the new object from multiple angles, building up a 3D picture of the object with its own coordinate system. This then allows the robotic arm to identify a particular feature on the object—such as a handle, or the tongue of a shoe—from various different angles, based on its relative distance to other grid points.

This is the real innovation: the new means of representing objects to grasp as mapped-out 3D objects, with grid points and subsections of their own. Rather than using a computer vision algorithm to identify a door handle, and then activating a door handle grasping subroutine, the DON system treats all objects by making these spatial maps before classifying or manipulating them, enabling it to deal with a greater range of objects than in other approaches.

“Many approaches to manipulation can’t identify specific parts of an object across the many orientations that object may encounter,” said PhD student Lucas Manuelli, who wrote a new paper about the system with lead author and fellow student Pete Florence, alongside MIT professor Russ Tedrake. “For example, existing algorithms would be unable to grasp a mug by its handle, especially if the mug could be in multiple orientations, like upright, or on its side.”

Class-specific descriptors, which can be applied to the object features, can allow the robot arm to identify a mug, find the handle, and pick the mug up appropriately. Object-specific descriptors allow the robot arm to select a particular mug from a group of similar items. I’m already dreaming of a robot butler reliably picking my favourite mug when it serves me coffee in the morning.

Google’s robot arm-y was an attempt to develop a general grasping algorithm: one that could identify, categorize, and appropriately grip as many items as possible. This requires a great deal of training time and data, which is why Google parallelized their project by having 14 robot arms feed data into a single neural network brain: even then, the algorithm may fail with highly specific tasks. Specialist grasping algorithms might require less training if they’re limited to specific objects, but then your software is useless for general tasks.

As the roboticists noted, their system, with its ability to identify parts of an object rather than just a single object, is better suited to specific tasks, such as “grasp the racquet by the handle,” than Amazon Robotics Challenge robots, which identify whole objects by segmenting an image.

This work is small-scale at present. It has been tested with a few classes of objects, including shoes, hats, and mugs. Yet the use of these dense object nets as a way for robots to represent and manipulate new objects may well be another step towards the ultimate goal of generalized automation: a robot capable of performing every task a person can. If that point is reached, the question that will remain is how to cope with being obsolete.

Image Credit: Tom Buehler/CSAIL Continue reading →

Posted in Human Robots

#433474 How to Feed Global Demand for ...

Posted on September 16, 2018 by Android

“You really can’t justify tuna in Chicago as a source of sustenance.” That’s according to Dr. Sylvia Earle, a National Geographic Society Explorer who was the first female chief scientist at NOAA. She came to the Good Food Institute’s Good Food Conference to deliver a call to action around global food security, agriculture, environmental protection, and the future of consumer choice.

It seems like all options should be on the table to feed an exploding population threatened by climate change. But Dr. Earle, who is faculty at Singularity University, drew a sharp distinction between seafood for sustenance versus seafood as a choice. “There is this widespread claim that we must take large numbers of wildlife from the sea in order to have food security.”

A few minutes later, Dr. Earle directly addressed those of us in the audience. “We know the value of a dead fish,” she said. That’s market price. “But what is the value of a live fish in the ocean?”

That’s when my mind blew open. What is the value—or put another way, the cost—of using the ocean as a major source of protein for humans? How do you put a number on that? Are we talking about dollars and cents, or about something far larger?

Dr. Liz Specht of the Good Food Institute drew the audience’s attention to a strange imbalance. Currently, about half of the yearly global catch of seafood comes from aquaculture. That means that the other half is wild caught. It’s hard to imagine half of your meat coming directly from the forests and the plains, isn’t it? And yet half of the world’s seafood comes from direct harvesting of the oceans, by way of massive overfishing, a terrible toll from bycatch, a widespread lack of regulation and enforcement, and even human rights violations such as slavery.

The search for solutions is on, from both within the fishing industry and from external agencies such as governments and philanthropists. Could there be another way?

Makers of plant-based seafood and clean seafood think they know how to feed the global demand for seafood without harming the ocean. These companies are part of a larger movement harnessing technology to reduce our reliance on wild and domesticated animals—and all the environmental, economic, and ethical issues that come with it.

Producers of plant-based seafood (20 or so currently) are working to capture the taste, texture, and nutrition of conventional seafood without the limitations of geography or the health of a local marine population. Like with plant-based meat, makers of plant-based seafood are harnessing food science and advances in chemistry, biology, and engineering to make great food. The industry’s strategy? Start with what the consumer wants, and then figure out how to achieve that great taste through technology.

So how does plant-based seafood taste? Pretty good, as it turns out. (The biggest benefit of a food-oriented conference is that your mouth is always full!)

I sampled “tuna” salad made from Good Catch Food’s fish-free tuna, which is sourced from legumes; the texture was nearly indistinguishable from that of flaked albacore tuna, and there was no lingering fishy taste to overpower my next bite. In a blind taste test, I probably wouldn’t have known that I was eating a plant-based seafood alternative. Next I reached for Ocean Hugger Food’s Ahimi, a tomato-based alternative to raw tuna. I adore Hawaiian poke, so I was pleasantly surprised when my Ahimi-based poke captured the bite of ahi tuna. It wasn’t quite as delightfully fatty as raw tuna, but with wild tuna populations struggling to recover from a 97% decline in numbers from 40 years ago, Ahimi is a giant stride in the right direction.

These plant-based alternatives aren’t the only game in town, however.

The clean meat industry, which has also been called “cultured meat” or “cellular agriculture,” isn’t seeking to lure consumers away from animal protein. Instead, cells are sampled from live animals and grown in bioreactors—meaning that no animal is slaughtered to produce real meat.

Clean seafood is poised to piggyback off platforms developed for clean meat; growing fish cells in the lab should rely on the same processes as growing meat cells. I know of four companies currently focusing on seafood (Finless Foods, Wild Type, BlueNalu, and Seafuture Sustainable Biotech), and a few more are likely to emerge from stealth mode soon.

Importantly, there’s likely not much difference between growing clean seafood from the top or the bottom of the food chain. Tuna, for example, are top predators that must grow for at least 10 years before they’re suitable as food. Each year, a tuna consumes thousands of pounds of other fish, shellfish, and plankton. That “long tail of groceries,” said Dr. Earle, “is a pretty expensive choice.” Excitingly, clean tuna would “level the trophic playing field,” as Dr. Specht pointed out.

All this is only the beginning of what might be possible.

Combining synthetic biology with clean meat and seafood means that future products could be personalized for individual taste preferences or health needs, by reprogramming the DNA of the cells in the lab. Industries such as bioremediation and biofuels likely have a lot to teach us about sourcing new ingredients and flavors from algae and marine plants. By harnessing rapid advances in automation, robotics, sensors, machine vision, and other big-data analytics, the manufacturing and supply chains for clean seafood could be remarkably safe and robust. Clean seafood would be just that: clean, without pathogens, parasites, or the plastic threatening to fill our oceans, meaning that you could enjoy it raw.

What about price? Dr. Mark Post, a pioneer in clean meat who is also faculty at Singularity University, estimated that 80% of clean-meat production costs come from the expensive medium in which cells are grown—and some ingredients in the medium are themselves sourced from animals, which misses the point of clean meat. Plus, to grow a whole cut of food, like a fish fillet, the cells need to be coaxed into a complex 3D structure with various cell types like muscle cells and fat cells. These two technical challenges must be solved before clean meat and seafood give consumers the experience they want, at the price they want.

In this respect clean seafood has an unusual edge. Most of what we know about growing animal cells in the lab comes from the research and biomedical industries (from tissue engineering, for example)—but growing cells to replace an organ has different constraints than growing cells for food. The link between clean seafood and biomedicine is less direct, empowering innovators to throw out dogma and find novel reagents, protocols, and equipment to grow seafood that captures the tastes, textures, smells, and overall experience of dining by the ocean.

Asked to predict when we’ll be seeing clean seafood in the grocery store, Lou Cooperhouse the CEO of BlueNalu, explained that the challenges aren’t only in the lab: marketing, sales, distribution, and communication with consumers are all critical. As Niya Gupta, the founder of Fork & Goode, said, “The question isn’t ‘can we do it’, but ‘can we sell it’?”

The good news is that the clean meat and seafood industry is highly collaborative; there are at least two dozen companies in the space, and they’re all talking to each other. “This is an ecosystem,” said Dr. Uma Valeti, the co-founder of Memphis Meats. “We’re not competing with each other.” It will likely be at least a decade before science, business, and regulation enable clean meat and seafood to routinely appear on restaurant menus, let alone market shelves.

Until then, think carefully about your food choices. Meditate on Dr. Earle’s question: “What is the real cost of that piece of halibut?” Or chew on this from Dr. Ricardo San Martin, of the Sutardja Center at the University of California, Berkeley: “Food is a system of meanings, not an object.” What are you saying when you choose your food, about your priorities and your values and how you want the future to look? Do you think about animal welfare? Most ethical regulations don’t extend to marine life, and if you don’t think that ocean creatures feel pain, consider the lobster.

Seafood is largely an acquired taste, since most of us don’t live near the water. Imagine a future in which children grow up loving the taste of delicious seafood but without hurting a living animal, the ocean, or the global environment.

Do more than imagine. As Dr. Earle urged us, “Convince the public at large that this is a really cool idea.”

Widely available
Medium availability
Emerging

Gardein
Ahimi (Ocean Hugger)
New Wave Foods

Sophie’s Kitchen
Cedar Lake
To-funa Fish

Quorn
SoFine Foods
Seamore

Vegetarian Plus
Akua
Good Catch

Heritage
Hungry Planet
Odontella

Loma Linda
Heritage Health Food
Terramino Foods

The Vegetarian Butcher
May Wah

VBites

Table based on Figure 5 of the report “An Ocean of Opportunity: Plant-based and clean seafood for sustainable oceans without sacrifice,” from The Good Food Institute.

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Posted in Human Robots

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

Posted on September 12, 2018 by Android

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.

Join Me & Get Involved!
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