Stop Wasting My Time

I haven’t written in a while here, but there’s nothing like a good, old-fashioned rant to get back into the swing of things.

I recently saw this article pop up on my Facebook feed. I have to say, it was very disappointing to read.

I mean, seriously? You’re going to waste my time with this bullshit? There are legitimate things to criticize about Christianity; this is not one of those. According to the fevered logic of the article, the fact that the Bible went through the process of translation, the Bible is made up. That’s basically what it comes down to.

To explain more thoroughly, researchers recently found a draft of a translation of some of the apocryphal books in English for the King James Bible. That’s it. So apparently the fact that God didn’t come down and tell scholars how to translate it into English means that the Bible isn’t the divine word of God. I guess it was written by a committee of Jews or something?

The hivemind has taken over at this point: every half-witted Internet denizen and his dog want to take jabs at religion, because it’s the hip thing to do. But this is just sad. This smells of a writer with an IQ of 90 and a looming deadline. This is like learning that Obama isn’t legally allowed to run for a third term in the 2016 election, then turning around and questioning why he was ever allowed to run for office in the first place in that case.

It’s a non-sequitur that is both hilarious and sad, and really says something about the state of the media and information dispersal in this day and age.

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Obsessive Rationalization of Unrealistic Genres

I am constantly amazed and disappointed by people’s perpetual insistence on willful ignorance and disregard of logic. It is common to tout that people are able to “distinguish reality from fiction”, but I am finding that hard to believe. This ailment is especially prevalent in fans or supporters of a particular lore; enjoyment of a genre appears to be a debilitating disease that leaves its victims completely incapable of making concessions to critics.

Let’s examine two examples. First, zombie lore. The genre is wide and diverse, but is generally accepted to be a gross fabrication and completely improbable, right? Nope. There is a fixation on coming up with more and more “realistic” explanations of how a zombie apocalypse could “actually” come to be. This is true both in media — we see the introduction of terms like “infected” to make the scenarios seem more authentic — and in the fan culture surrounding it. Look at any article on the Internet pointing out the most obvious reasons that a zombie apocalypse would never arise, and you will see a flood of comments defending the feasibility of such a scenario. Do they think that pointing out the unrealism of the genre is somehow offensive? That explicitly distinguishing reality from fiction (in a genre that is constantly trying to move the latter towards the former) somehow invalidates the fiction? It boggles my mind that people feel the need to defend the feasibility of a clearly fictional and improbable scenario.

But this feeling of wonder is only compounded whenever I accidentally wander near Star Wars or Star Trek fans. Both these franchises are clearly future fantasy (where technology serves only to further the plot, as opposed to hard science fiction, where there is a clear bi-directional interplay between the two). Yet many fan sites are created to help flush out the technological lore and attempt to apply rational, scientific explanations to the events in the media that are clearly only in service to the plot. If you point this out to a fan, they will become indignant and start explaining their way around any obstacle you toss at them. Never mind that the whole thing is fictional and doesn’t actually need to be scientifically accurate in order to be entertaining (and in fact was never intended to be scientifically accurate). This madness continues to the degree that later productions in the franchise may even try to explain some of the happening with science, but 9 times out a 10 this only bungles things up further.

Anyways, I wish die-hard fans would accept that they are fans of a fictional entertainment franchise that not only isn’t realistic or feasible, but in fact doesn’t need to be in order to be entertaining. Being unrealistic does not invalidate zombies or Star Trek or Star Wars in any way. So get over the fact that none of those franchises make any damn sense.

Using Games to Educate

In the last few years we’ve seen the Internet playing a larger and larger role in education. Everyone seems to expect a revolution in education within 20 years. It’s possible, although I don’t think it will come from the direction that everyone thinks it will (see my post on online education). I want to give my two cents about an ancillary approach: videogames. Games don’t have to teach the students anything. In fact, I think they are much more useful as vehicles for the education. Games provide a background, a context, for new knowledge. For example, playing Deus Ex: Human Revolution (play chapters of a game as homework instead of reading chapters of a book?) could help spark discussion about the current situation of computers, implants, artificial intelligence, politics, etc. The experiences within the game outside of the lesson help students stay interested and apply the knowledge, even if subconsciously, beyond the classroom.

I’m going to focus on two games: Kerbal Space Program and Minecraft. Prmrytchr has a whole blog on using Minecraft (as well as other games) in the classroom, so I’m going to focus on the technical aspects.

the KSP splash

Kerbal Space Program (KSP) is an indie game currently under development with an open alpha available for purchase. In the game, you run the space agency of a particularly derpy alien race in their Sol-like system. In sandbox mode, you can throw together rockets, probes, rovers, space stations, planes, and planetary bases from a wide assortment of parts. Then you launch your constructions and control them to the best of your abilities.

KSP Screenshot KSP Screenshot 2

While hard to grasp at first, the game is incredibly fun. You do need a rudimentary understanding of kinematics to play well. This is the first step in its ability to act as an educational tool. While you can strap an engine onto a fuel tank and try to fly it, you quickly realize that doing anything impressive — such as putting an object in orbit — requires a bit of education. While you could watch tutorials, you could also get a lesson about basic kinematics and orbital mechanics from a present teacher. There’s an opportunity for lessons on engineering, as well.

As students become more proficient, more complex opportunities open up to them. Orbital rendezvous and gravitational slingshots get more involved physically. Spacecraft design, between mass conservation, fuel-mass ratio, reaction thruster placement, and properties of engines, is a great opportunity for springboarding into other physics. Other elements of spacecraft design that aren’t simulated in KSP, such as heat management, enter the realm of thermodynamics. Ancillary topics that arise when discussing space exploration can involve relativity and electromagnetic waves.

minecraft splashMinecraft, on the other hand, is about as physically unrealistic as you can get. However, it provides an awesome way to teach logic and economics. Even vanilla Minecraft has a growing arsenal of parts which allow rudimentary (or not so rudimentary) automation. Redstone is a powerful tool for doing any sort of logical manipulation — or teaching it. Watching your toolbox of gates and mechanisms grow out of a few basic ground rules is amazing. Creative minds are pushed to imagining new ways of using redstone, pistons, minecarts, and all the other machines being added in. While I’m not a fan, mods like Technic or Tekkit expand the array of basic parts at your disposal.

Multiplayer in Minecraft is an interesting case study of economic theory. Because the system varies so much from the real world, it provides an outside perspective on traditional economic theory. As you teach the basics of microeconomics, you can analyze why Minecraft’s multiplayer economy and identify how to restrict it. The ultimate goal of the class could be to establish a working economic system on a Minecraft server (perhaps through plugins/mods?).

Redstone Schematic Redstone Screenshot

Whether or not any of these are good ideas, it illuminates how games don’t have to be the primary vehicle of learning to be a useful educational tool. Games can merely be a springboard, a point of reference from which lessons emerge. The game keeps the students interested and grounded in the topic, while providing a useful outlet and vector of fortification for the knowledge they are getting in class.

A Forum for Original Thought

Nowadays, people hunger for original analyses and theses. Their pangs are reflected in the popularity of video series like The Idea Channel, Extra Credits, The Big Picture, and TED talks. Essentially, these are just spoken essays and presentations. They don’t really utilize the video medium, other than by coupling speech with a slideshow of images and (occasionally) video clips. Yet more and more these videos are supplementing written forms like blogs and columns. The intersection of unquenchable desire for consumable media (i.e. videos) and a veritable drought of mental stimulation makes spoken essays a desirable form of idea transmission.

Perhaps the number of quick-fact “educational” videos (e.g. Minute Physics, Smarter Every Day, CGPgrey, Vsauce, numberphile) stimulated the Internet’s interest in science. Indeed, there seems to be a vibe coursing through the tubes that “science is cool”, even if the way science is taught in schools isn’t. The realization that the scientific realm, learning, and, more generally, intelligent thought can be interesting has made people desire an influx of original analysis. It stimulates the brain, giving way to more thought in a way that other media has (mostly) failed to do.

In a world with an endless volume of consumable content, our brains may have become starved. Long periods of rumination can be painful and boring, so we flood it with cheap, throwaway media. Yet these times of inward reflection may serve an important purpose. Unfortunately, our over-stimulation by Internet videos, TV, movies, video games, and music has left us unable to focus on content-delivery platforms like text. We thirst for mental stimulation, yet cannot bear to gain it by taking a step backwards. This conundrum gave rise to the popularity of “spoken essays”. They inject creative, original thought quickly and painlessly. As we mull over this gem, we can further explore the subject in the video comments. Such discussion is evidenced by the considerable quality of comments on the aforementioned videos. Trolls, raging arguments over politics and religion, and insults have given way to (somewhat) thoughtful debates about the video’s analysis. Occasionally the next video in the series might make mention of some interesting points or surprising overall consensus concerning the previous video.

But is the classroom going extinct as a forum for intelligent discussion? Does it have a place in the furious online world? Perhaps. Although quick-fact videos give information, they very rarely delve into the depths of the subject and explain it in a way that lets the viewer solve entirely new problems on their own. They give the information top-soil, but hold back any sort of theoretical bedrock. A viewer might come out feeling smarter, but she will not have gained any tools in her arsenal of critical analysis and problem solving. This is partially due to the medium. Spending a longer amount of time to explore the subject drives off the initial appeal of the videos: quick learning.

However, some video series manage to seriously teach a subject while staying interesting. Crash Course has series on biology, literature, ecology, US history, and world history, served up by the eponymous vlogbrothers. They don’t necessarily go into the same depth that a yearlong course would, but that’s not really a problem here (it’s called “Crash Course” for a reason). The fact that dozens of videos are being spent exploring one subject is a start. Another faux-classroom video venue is Udacity. Udacity is a different beast; it is much more of an exploration into online courses than Crash Course. The physical classroom is woefully unfit to teach computer science. Udacity takes a stab at creating a classroom environment that takes advantage of its medium to deliver a more fitting CS education to a much greater volume of people, while still keeping a basic academic form.

Ultimately, I see a rise in the popularity of systems like Udacity, as well as series like Extra Credits and The Idea Channel. If educators want to truly grab the interest of new generations, they need to examine that which is already capturing attention. Rather than lamenting the advent of consumable, throwaway media, embrace it. There is a place for education in online videos and video games.

History is Cool

I’ve seen some talk about education pop up both on Twitter (Twitter is awesome) and in real life. It’s fairly apparent to many people that education ain’t what it used to be. Which is, to some degree, true. But the fact of the matter is that education hasn’t changed so much as the role that education needs to fulfill. I believe I’ve described in an earlier post the shift from industrial to post-industrial education, but I’ll reiterate.

After the industrial revolution, the demand for factory workers was high. Factory workers only need minimal education, about up to the elementary school level. These blue collar workers would become manual labor. Those who were smart enough went to high school, and became white collar workers. A select few of those people would go to college and become doctors, lawyers, scientists, judges, etc.

The parallax between then and now is obvious. As the demand for laborers has decreased and the demand for engineers has increased, more and more people are attending college. Unfortunately, the education system has not responded well to this influx. The collegiate system has become bloated as it tries to accommodate the new waves of people who need a college degree to get a decent job. The world has lost sight of the true reason for getting an education; although a person does get a certification as a result of attending college, their objective should be to learn.

Public education in elementary schools and high schools has also done a shoddy job of flexing its methods to prepare students for the constantly changing future. For example, children were discouraged from becoming artists 20-30 years ago, yet there is a high demand for creative people to create all sorts of digital media. As a modern example, elementary school curricula stress plate tectonics and other basic geology, drilling it into students’ heads year after year. That may have been necessary 40 years ago, when the theory was young and a majority of people still distrusted it, but now it is commonly accepted fact and there is no reason to stress it.

Not only is early education slow to change with the times, but it actively discourages children, intentionally or not, from learning some necessary skills. For example, the vast majority of people I talk to, even students at TJHSST (one of the top high schools in the country) haven’t seriously read a book (and certainly not for enjoyment) since the 3rd grade. The early grades have given them such a bad experience with reading that they dismiss all books as boring. This, quite obviously, is distressing. Disillusioned and lazy teachers teach interesting subjects like history and math in ways that turn children off, perhaps for life.

But history is cool. Yes, it’s also boring. But so is math, science, programming, reading, writing, foreign language, and sports. My point is, every subject has areas that are uninteresting to the uninitiated, and EVERY subject can be taught in a manner that makes you want to eat your own skull rather than listen to another second of it. The key to teaching a subject is show the student that it is awesome, and then start teaching the basics. Most importantly, though, make sure the student realizes that the field extends far beyond what they are learning right now.

Here are some examples of sweet historical events/times/people:
-The transition from Roman republic to empire
-The Battle of Agincourt
-The Fall of Constantinople
-The Mongols beating the crap out of everyone and being awesome
Nikola Tesla
Charles Babbage (way cooler than Tesla)

But not only are there examples of people who were incredible badasses, but even periods of history like the colonization of North America and the Middle Ages are inspiring. I find that whenever I read a textbook, my mind drifts off as I build a science fiction or fantasy universe which mirrors the status quo of that period in history.

But I digress. Essentially, learning is REALLY FUN. It can also be THE MOST BORING EXPERIENCE EV-OH MY GOD I JUST WANT TO TEAR MY FACE OFF WHY IS THIS SO UNINTERESTING.

Come on guys (yes, you). Step it up.

I’ll end with a quote from Saul Perkins: “My thesis is that 21st century parents should teach their kids three languages: English, Mandarin and coding. Software is so much a part of our lives to today that this is just a fundamental skill that people need.”

FTP, SSH, WTF

I spent most of today and yesterday trying to set up an FTP server. I want people to be able to download any of the movies and TV shows in my (legal) media folder. I also figure it is easier than a webserver, but still a good way to understand the process. I was so wrong. I went through a number of servers, finally settling on Filezilla. I opened all the necessary ports, and then some. I started the server, set up all the config stuff. I registered a dynamic DNS that works (when I connect to it with the Filezilla client it reroutes to the correct IP). However, nobody can connect using the external IP (I can connect to the server using localhost, so I know that the server works). None of the help threads on the Internet have helped me. Similarly, Cygwin also hates me. I try to set up an SSH server, which should be nice and easy, but instead I run into a bunch of errors based on administrator privileges, which shouldn’t be an issue.

If anybody has any tips, I need them!

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