Speaker 1: You don't need college to learn and learn stuff. Okay,
Speaker 1: everything is available basically for free. You can learn anything
Speaker 1: you want for free. It is not a question of learning.
Speaker 1: There is a value that colleges have, which is, like,
Speaker 1: you know, seeing whether somebody's is can somebody work hard
Speaker 1: at something including a bunch of sort of annoying homework
Speaker 1: assignments and still do their homework assignments and kind of
Speaker 1: soldier through and get it done. You know. That's that's
Speaker 1: like the main value of college. And then also you know,
Speaker 1: if you probably want to hang around with a bunch
Speaker 1: of people your own age for a while instead of
Speaker 1: going right into the workforce. So I think colleges are
Speaker 1: basically for fun and to prove you can do your chores,
Speaker 1: but they're not for learning. But there is a requirement
Speaker 1: of evidence of exceptional ability, like you just can't if
Speaker 1: you're trying to do something exceptional, they must have evidence
Speaker 1: of exceptional ability. I don't consider going to college evidence
Speaker 1: of exceptional ability. In fact, ideally you dropped out and
Speaker 1: did something. I mean, obviously, you know, we just look
Speaker 1: at like, you know, Gas is a pretty smart guy.
Speaker 1: He dropped out jobs pretty smart. He dropped out you
Speaker 1: know Larry Allison, smart guy, he dropped out like obviously
Speaker 1: not needed. Generally, you want education to be like as
Speaker 1: close to a video game as possible, like a good
Speaker 1: video game. Like you do not need to tell your
Speaker 1: kid to play video games. They will play video games
Speaker 1: on autopilot all day. So if you can make it
Speaker 1: interactive and engaging, then you can make education far more
Speaker 1: compelling and far easier to do. So you really want
Speaker 1: to disconnect the whole grade level three the thing from
Speaker 1: the subjects, allow people to progress at the fastest pace
Speaker 1: that they can, or interested in in each subject. It
Speaker 1: seems like a really obvious thing. I mean, I think
Speaker 1: like most teaching today is a lot like vaudeville, where's
Speaker 1: and as a results, just not that compelling. It's like
Speaker 1: somebody's standing up there and lecturing to you, and they've
Speaker 1: done the same lecture several years in a row. They're
Speaker 1: not necessarily all that engaged or in doing it. Do
Speaker 1: you agree with Peter Tiel about the unnecessariness of university
Speaker 1: higher education? A university education is often unnecessary. That's not
Speaker 1: to say it's unnecessary for all people, But I think
Speaker 1: you've probably learned about as much for the vast majority
Speaker 1: of what you're gonna learn there in the first two years,
Speaker 1: and most of it is from your classmates. Now. Now,
Speaker 1: for a lot of companies, they do want to see
Speaker 1: the completion of the degree because they're looking for someone
Speaker 1: who's going to persevere and see it through to the end,
Speaker 1: and that's actually what's important to them. So it really
Speaker 1: depends on what somebody's goal is. If the goal is
Speaker 1: to start a company, I would say, no point in
Speaker 1: finishing college. So I think that's how it should be,
Speaker 1: and it shouldn't be that you've got like these grades
Speaker 1: where people move in lockstep, and so everyone goes through
Speaker 1: you know, it goes like normally we'll go through English, math, science,
Speaker 1: and so forth, from like fifth grade to sixth grade
Speaker 1: to seventh grade. Like it's an assembly line, but people
Speaker 1: are not objects on an assembly line. That's a ridiculous notion.
Speaker 1: So how would you educate your five boys? Actually? I
Speaker 1: created a little school. Yeah, what kind of school could
Speaker 1: you describe for that? Sure's I mean it's small. It's
Speaker 1: only got fourteen kids now and it'll have twenty kids
Speaker 1: in September. It's called ad Astra, which means to the stars.
Speaker 1: That's maybe a bit different from from most other schools
Speaker 1: is that there aren't any grades. There's no like grade one,
Speaker 1: grade two, grade three type of thing, and making all
Speaker 1: its children go in the same grade at the same time,
Speaker 1: like an assembly line. I know, you know, because some
Speaker 1: people love English or languages, some people love math, some
Speaker 1: people love music, and different abilities at different times, it
Speaker 1: makes more sense to cater the education to match their
Speaker 1: aptitudes and abilities like That's one principle. Another is that
Speaker 1: it's important to teach teach problem solving, or teach to
Speaker 1: the problem, not to the tools. So this would be like,
Speaker 1: let's say you're trying to teach people about how engines work,
Speaker 1: or you know, you could start by a more traditional
Speaker 1: approach would be to say, well, we're going to teach
Speaker 1: you all about screwdrivers and wrenchers, and you're going to
Speaker 1: have a course on screwdrivers, a course on wrenches and
Speaker 1: all these things. And it's this is a very difficult
Speaker 1: way to do it. A much better way it would
Speaker 1: be like here's the engine. Now let's take it apart.
Speaker 1: How are we going to take it apart? Oh, you
Speaker 1: need a screwdriver. That's what the screw drivers for. You
Speaker 1: need a wrench the wrenches for and then a very
Speaker 1: important thing happens, which is that the relevance of the
Speaker 1: tools becomes. It seems to be going pretty well. I
Speaker 1: mean the kids really love going to school. I think
Speaker 1: that's a good sign, you know. I mean I hated
Speaker 1: going to school when I was a kid who was torture.
Speaker 1: So the fact that they like, they actually think vacations
Speaker 1: are too long, like they want to go back to school. Yeah, exactly.
Speaker 1: I know if you think, like what is education, Like
Speaker 1: you're basically downloading data and algorithms into your brain, and
Speaker 1: it's actually amazingly bad in conventional education because like it
Speaker 1: shouldn't be like this huge chore. Like the more you
Speaker 1: can gamify the process of learning, the better. And I
Speaker 1: think unfortunately, like a lot of education is very bored brilliant.
Speaker 1: You've got someone standing up there kind of lecturing at
Speaker 1: people and they've done the same lecture of twenty years
Speaker 1: in a row, and they're not very excited about it.
Speaker 1: And that like enthusiasm, you know, is conveyed to the
Speaker 1: students that they're not very excited about it. They don't
Speaker 1: know why they're there, Like why are we learning this?
Speaker 1: Stuff we don't even know why. In fact, I think
Speaker 1: a lot of things people learn it probably there's no
Speaker 1: point in learning them because they never use them in
Speaker 1: the future.