Podcasts about Socratic

If you've ever blamed yourself for “not having enough willpower”… this episode is going to change your life. Ruby sits down with behavior change researcher Dr. Gary Mendoza to blow up the outdated narratives that keep women stuck in toxic cycles of over-dieting, under-eating, and chasing perfection.if you've ever said “i know what to do, i just don't do it”—this is for you.if you've ever stepped on the scale, felt like sh*t, and questioned your whole life—this is for you.if you've ever thought “i've always been this way, i can't change”—this is 100% for you.Inside this episode, we unpack:Why willpower isn't your issue—it's your biology, stress, and blood sugarHow habits are wired into your brain (and why they never really “die”)The REAL reason the scale ruins your mood (and how to take your power back)What small changes actually rewire your brain for long-term resultsHow self-talk creates your reality—and how to use Socratic questioning to change itsmall changes don't feel sexy—but they're the ones that lastyour old behaviors are wired in. new ones need repetition to grow.you're not “slipping”—you're reverting to the brain's path of least resistance.and if you've been trying to change your body without changing your mindset first…you're just running in circles. let's change that.tag us @transformxruby & @100realwithrubypodcast if this cracked something open for you.we love hearing what landed.Next step?what if instead of shame, you used curiosity?try that

Have you wondered if the education system is actually preparing the next generation to lead? Do you question whether *real* learning happens within the confines of a classroom? What if the very foundation of how we've been taught to think is broken?Matt Beaudreau is on a mission to rebuild the way we raise young people into impactful adults. Through his educational program, Apogee Strong, he's empowering young people to break free from the limits of the traditional school system and become true leaders—starting with responsibility, character, and action. In this episode, we explore why real education isn't taught in classrooms and how Matt's approach is redefining what it means to be “ready for the real world.” KEY TOPICSHow to break free from the conformity of the education system to create effective leaders.What we all need to unlearn from the broken school system we grew up in.The value of questioning authority, and what that looks like when done effectively.Why real-world experiences educate to a higher degree of success than a classroom ever will. CHAPTERS00:00 Intro: Defeating Bad Decision-Making in Life and Business03:15 Lessons from "Wasting" Time08:45 Freedom Within Structure12:30 Introducing Matt Beaudreau17:50 From Public School to Revolution: Building New Education Systems23:10 Education Failures: More Than Just Bad Grades30:00 Meta Skills: The Missing Link in Education35:45 Why Academia Isn't the Answer: Real Education Starts Here42:00 Leadership by Example: Matt's Approach to Raising Strong Men48:30 How to Foster Responsibility in Students54:15 The Role of Entrepreneurship in Education1:00:00 The Power of Mentorship in Youth Programs1:05:20 Empowering Students Through Choice and Consequence1:10:45 The Future of Education: Matt's Vision1:16:30 Final Thoughts: How to Rebuild Education Systems That Work CONNECT WITH US⁠⁠www.decidedlypodcast.com⁠⁠⁠Watch this episode on YouTube⁠Subscribe on ⁠⁠YouTube⁠⁠Instagram⁠⁠: @decidedlypodcastFacebook⁠⁠Shawn's ⁠⁠Instagram⁠⁠: @shawn_d_smithSanger's ⁠⁠Instagram⁠⁠: @sangersmith Thank you to Shelby Peterson of Transcend Media for editing and post-production of the Decidedly podcast. SANGER'S BOOK: ⁠⁠A Life Rich with Significance: Transforming Your Wealth to Meaningful Impact⁠⁠  SHAWN'S BOOK: ⁠⁠Plateau Jumping: What to Change When Change Is What You Want⁠⁠ MAKING A FINANCIAL DECISION?At ⁠⁠Decidedly Wealth Management⁠⁠, we focus on decision-making as the foundational element of success, in our effort to empower families to purposefully apply their wealth to fulfill their values and build a thriving legacy. LEARN MORE: ⁠⁠www.decidedlywealth.com⁠⁠  FREE WEEKLY NEWSLETTER https://visitor.r20.constantcontact.com/manage/optin?v=001aeU_pPBHJPNJWJBdVbaci6bjGIuEJurH12xHBWDEVT_NxyCadMd7wLSZjcEZglkSjDjehuIbTHD8nABOIdV69ctfYpSzg24RCIytetBUrlIPPKgaGzjGZ8DkM0Wp1LMjbErcYUur7PbZGjeVo4gyXlz821AoJGZR⁠⁠    CONNECT WITH MATT BEAUDREAUWebsites: ⁠https://apogeestrong.com⁠ // ⁠https://apogeepays.com⁠Instagram: @mattbeaudreau // @apogeeprogramThe Essential 11 Podcast: ⁠https://open.spotify.com/show/0hh0o1PvIC8c4fE2Wv6LiF⁠ Matt founded Acton Academy Placer Schools, using the Socratic method to foster self-directed, independent young leaders. He also co-founded Apogee Strong, a mentorship program for young men, and launched the Apogee Strong Dads Program in 2023. His podcast, The Essential 11, provides leadership insights from global experts. Additionally, Matt founded the Apogee Strong Foundation, offering scholarships to young men for educational and leadership opportunities.Matt Beaudreau is a renowned keynote speaker, consultant, and coach, working with clients like Wells Fargo, Honeywell, and the U.S. Air Force. A two-time TEDx speaker and former Corporate Trainer of the Year at Stanford University, he has spoken to over 250,000 people worldwide.

Buckle up. In this episode, we get real about what it's like to raise kids between the ages of 10 to 18 in a world that looks nothing like the one we grew up in. From the emotional rollercoaster of middle school years to navigating social media, anxiety, and the constant pressure to be “on,” we break down the mental load parents are carrying—and what actually helps. Spoiler: It's not control, and it's definitely not panic.Join us as we unpack what long-leash parenting really looks like, why emotional regulation (yours and theirs) is key, and how to create that solid, secure attachment your kids need—without micromanaging them into dysfunction. Whether you're dealing with defiance, withdrawal, or just trying to keep your cool through the chaos, this episode will leave you feeling seen, supported, and maybe even a little more sane. Episode Highlights:[0:03] - Why parenting tweens and teens feels harder than ever. [1:43] - Understanding adolescent brain development and modern challenges. [4:35] - Colette shares her anxious “blue dot” tracking phase and why it's so relatable. [6:13] - The “long leash, large corral” approach to parenting. [10:29] - Replacing lectures with Socratic conversations to foster trust and independence. [13:49] - Colette's unforgettable car ride convo and why staying calm matters. [16:50] - How to view misbehavior as a lack of skills—not a reason to punish. [17:33] - Why regulating your emotions is the parenting superpower. [19:50] - The horse whisperer metaphor that'll change how you parent forever. [24:32] - Parenting the “Polaroid” child: Navigating confusing or unclear behavior. [26:35] - Laura's Life360 obsession and the new realities of teen safety. [30:18] - Why social kids might actually fare better than isolated ones. [33:41] - The dangerous rise of incel ideology and digital radicalization. [34:50] - The case for no phones in schools and delayed access to social media. [36:13] - Rejection in the age of Instagram: why it hits harder now. [38:59] - Talking to your teen about the long game and giving them vision. [40:50] - The crushing pressure of college admissions and why it's unsustainable. [41:41] - Final takeaways: connection over control, collaboration over lecturing. [44:32] - Letting go: Adolescence as labor and the importance of separation. [44:57] - One last reminder: regulate your emotions and help them learn to do the same. Resources:

https://youtu.be/RKtLU6ntECU Podcast audio: “Socratic Wisdom” — knowing our own ignorance — is the ability to differentiate what we do not know from what we do. This is a key component of objectivity, vital for properly weighing and implementing the knowledge we possess and directing ongoing investigation and inquiry. In this talk, Jason Rheins discusses the nature and importance of this introspective clarity and how it is achieved. He covers practical methods and specific tips for identifying our ignorance and differentiating it from our knowledge. Recorded live on June 18 in Anaheim, CA as part of OCON 2024.

In this insightful episode of Generation AI, hosts JC Bonilla and Ardis Kadiu speak with Lev Gonick, CIO of Arizona State University, about how AI is reshaping higher education technology systems. Gonick shares ASU's innovative approach to AI implementation, discussing their transition from fragmented "Frankenstein" tech systems to a more integrated architecture using AI agents. He explains how ASU is already deploying orchestrated AI agents across campus operations - from parking to financial aid to classroom instruction - and offers a practical vision for how universities can adapt to this technological shift. This conversation is essential listening for higher education professionals looking to understand how AI can transform student experiences and institutional operations.The Current State of University Technology Systems (00:00:25)Discussion of universities as technology "Frankensteins" with disconnected systemsGonick explains ASU's dual approach to AI: both as additional tools and as potential unifiersThe challenge of balancing pragmatic immediate needs with long-term integration goalsASU's outlook on technology focuses on opportunity and abundance rather than scarcityThe Timeline for Technology Transformation in Higher Education (00:02:14)Gonick suggests the transition away from fragmented systems could take "a generation or two"ASU positions itself as an outlier and model for what a "new American university" can look likeThe importance of proving what's possible by implementing future-focused solutions todayASU's commitment to focusing on "the future today" rather than waiting for perfect solutionsASU's Leadership in AI Implementation (00:03:45)Reference to ASU's publication documenting their AI journey with 40+ implementation storiesDiscussion of ASU's mindset that emphasizes growth and innovationGonick quotes Alan Kay: "If you want to predict the future, invent it"ASU's philosophy: "If you want to invent the future, start" - emphasizing action over debateAI's Transformation of Higher Education (00:05:33)Gonick argues AI represents a "tectonic shift" that will redefine not just how we teach but what we teachMany universities are stuck in an academic debate rather than testing and experimentingASU's approach involves real-world testing while adhering to principles of innovationThe need for agile, iterative approaches to AI implementation similar to software developmentThe Evolution from Generative AI to AI Agents (00:08:57)Reflection on the past year's progress from classroom-focused generative AI to agent-based systemsGonick suggests current generative AI implementations will eventually be seen as "prehistory"Discussion of how voice and video AI experiences may create economic value in educationThe emergence of "agentic" AI systems where multiple specialized agents work togetherASU's Current Work with AI Agents (00:11:35)ASU has developed approximately a dozen purpose-built AI agents for different functionsThese agents are now being orchestrated to work together rather than operating independentlyExamples include agents for syllabus creation, assessment, skills development, and career opportunitiesDiscussion of the need for "Centurion" agents to ensure privacy, security and ethical useAI Applications in Campus Operations (00:14:52)ASU is implementing agentic AI experiences in back-office operations like parking managementPlans for teaching and learning agent implementations starting in August for the new school yearDevelopment of pedagogy agents that support different teaching methods (Socratic, case method, etc.)Financial aid navigation as another major area where AI agents are improving student and family experiencesThe Digital Workforce and Organizational Change (00:20:49)Discussion of AI agents functioning as a "digital workforce" that requires managementThe need to rearchitect how work is done in university settingsHuman resistance to change as a major challenge in AI implementationASU's approach to helping employees transition to new roles through upskilling and reskilling programsThe Near Future of AI in Higher Education (00:24:47)Discussion of the impact of politics and regulations on AI implementationASU's view of challenges as opportunities and their focus on adaptabilityThe concept of building "anti-fragile" institutions that not only survive disruption but thriveThe importance of planning with a longer horizon while remaining agile - - - -Connect With Our Co-Hosts:Ardis Kadiuhttps://www.linkedin.com/in/ardis/https://twitter.com/ardisDr. JC Bonillahttps://www.linkedin.com/in/jcbonilla/https://twitter.com/jbonillxAbout The Enrollify Podcast Network:Generation AI is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

“He walked into the glitchy wilderness with a GORUCK bag, tritium watch, and nothing to lose but his cached identity.”In this genre-warping, filter-stripping conversation, Chris Abraham goes full analog soul in a digital world — decoding identity, memory, and authenticity in an age of surveillance, simulation, and semantic rot. From the ghostly AI of William Gibson's Agency to the aching sincerity of Love on the Spectrum, this episode is a postmodern pilgrimage for truth in a world where being “based” now outranks being “brilliant.”Chris explores what it means to live with aphantasia and SDAM, navigates the ethics of erasing your digital trail, and unpacks how meritocracy, identity politics, and liberalism lost the plot. With references flying from Foucault to A Fish Called Wanda, it's part sermon, part shitpost, part Socratic rave.Somewhere in the ruins of mass discourse, we meet the Low-Res Messiah: flawed, glitchy, possibly cringe, but still walking forward — one click, one stretch, one deletion at a time.Memory as Myth: Living with SDAM and aphantasia in a society built on nostalgia and vision boards.AI and Faith: When “Eunice” the AI mirrors both divine omniscience and autistic pattern recognition.Based Over Brilliant: The return of emotional honesty and lived authenticity as new currency.Virtue & Vice in Identity Politics: Why calling everyone a Nazi isn't just wrong — it's lazy.The Anchorite Reboot: Chris's call for digital minimalism, walking meditations, and gym-floor stretching rituals.“Mind palaces are a scam. Memory is a JPEG — and I'm running on 256 colors.”“There's no deer in the woods that survives being loud and proud.”“The boil does not make the plague — Trump is the symptom, not the cause.”“Being invisible doesn't mean you're hiding. Sometimes, it just means you're free.”Subscribe to The Chris Abraham Show for more episodes that walk the edge of techno-spiritual collapse.Leave a review if something in this episode reprogrammed your brain or cracked your shell.Share it with someone trying to be based, not brilliant.Tag it: #LowResMessiah | #ChrisAbrahamShow | #BasedIsNotABugQ: What's a “Low-Res Messiah”?A: A symbol for imperfect truth-seekers in a high-def world of lies. It's about being genuine in a world that rewards optics and simulation.Q: Did Chris really delete all his tweets and posts?A: Yes. Not out of shame — out of a desire to stop being a museum exhibit for people who don't read past the captions.Q: Why so much talk about IQ, autism, and memory?A: Because intelligence isn't just horsepower — it's how your RAM, hard drive, and operating system interact. And Chris runs on a forked distro of neurodivergence.Q: Is this podcast left-wing or right-wing?A: Yes.Q: Is Chris okay?A: Yeah. Just stretched out and swinging kettlebells again.Aphantasia: The inability to visualize images in one's mind. No mind's eye.SDAM (Severely Deficient Autobiographical Memory): A rare condition where people can't vividly recall personal memories.Eunice: A hyper-capable AI assistant in Agency by William Gibson.Mind Palace: A mental visualization technique used to store and retrieve information — not available to the Low-Res Messiah.Based: Slang for being unapologetically true to yourself, often contra “woke” orthodoxy.Virtue Signaling: Expressing moral positions to boost social standing, rather than out of conviction.Panopticon: A prison design and metaphor by Foucault where surveillance becomes internalized.Drill Rap: A gritty, aggressive rap subgenre, often hyper-local and controversial.Sky Daddy: Internet slang for God, often used pejoratively in atheist or anti-religious contexts.Anchorite: A religious recluse who retreats into solitude for spiritual reasons — or to dodge the algorithm.

What are ‘untimely questions' and why do they become common blind spots in philosophy? Why is philosophy a team sport?? How does Moore's paradox highlight the differences between truth and belief?Agnes Callard is a professor of philosophy at the University of Chicago and the author of the books Open Socrates: The Case for a Philosophical Life, Aspiration: The Agency of Becoming, The Case Against Travel, and On Anger.Greg and Agnes discuss the essence of living a philosophical life through the Socratic method. Agnes emphasizes inquiry, human interaction, and rigorous thinking as processes that require effort and dialogue. Their discussion touches on the distinctions between problem-solving and questioning, the complexities of human preferences, and the societal tendency to convert deep philosophical questions into more manageable problems. Callard also reflects on philosophical engagement within various contexts, including education, relationships, and ethical frameworks. The episode highlights the value of philosophical inquiry not just as an academic pursuit but as a fundamental part of living a meaningful life.*unSILOed Podcast is produced by University FM.*Episode Quotes:Philosophy concerns itself with problems not questions05:41: I think philosophy concerns itself not with problems, but with questions. Where the thing that you actually want is the answer to the question, and you're not trying to answer the question so that you can get on with something else that you were doing anyway. That's what you were doing—you were on a quest. And both problem-solving and question-answering are, kinesis, in Aristotle's sense? They're emotions; they're processes. So they're similar in that way, but t hey're different in that, with a question, there's a sense in which the process leads to a sort of self-culmination, where the answer to the question kind of is the culmination of the process of questioning. And it's—we can almost say—you really fully understand the question when you have the answer, so that there's a kind of internal relationship between the question and the answer. Whereas, with problem-solving, anything that gets the problem out of the way is fine. You don't need a deep understanding of the problem. Like, if you were trying to move the boulder and someone else is like, "Look, you could just go around it," then that'll be fine.Philosophical training means simulating an opponent29:27: What philosophical training is, is training in simulating an interlocutor who objects to you—right? That's what you do in philosophy.What gets you to the top won't always keep you there33:38: I think answering requires less training than asking; it requires less kind of experience in philosophical activity. And so Socrates had to relegate himself to the Socrates role because he was dealing with a bunch of people who didn't know how to do philosophy yet.Why the Socratic approach matters in philosophy39:54: Your philosophical, ethical system is going to constrain how you live your life. That's kind of the whole point of an ethical system. But I do think that the Socratic approach is one that can be inflected as a way of doing—a lot of what you were doing in your life. The Socratic approach says, do all that same stuff inquisitively. Now, there may be some things you can't do inquisitively—don't do those things. Or it may be that there are some things that you can't do inquisitively, but you simply have to do them to survive or something—like, as long as they're not unjust, that's fine. But the thought is like, well, let's take romance or something. Let's take politics. Let's take death, right? So those are the three areas I talk about. Can you be a philosopher and be doing those things? And Socrates, I think, goes out of his way to try to say, yes, that is, it's not just that those things can be done philosophically, but they're done best philosophically.Show Links:Recommended Resources:SocratesSocratic MethodAristotleTuring TestLarge Language ModelMoore's ParadoxParmenidesUtilitarianismKantianismJohn Stuart MillJeremy BenthamGuest Profile:Faculty Profile at The University of ChicagoProfile on WikipediaSocial Profile on XHer Work:Amazon Author PageOpen Socrates: The Case for a Philosophical LifeAspiration: The Agency of BecomingThe Case Against TravelOn Anger

In this episode of the We Have Hope podcast, host Kim Dully welcomes back Josiah Batten to discuss his new venture, Athanasius Academy, an online micro school launching in the fall of 2025. Josiah explains the innovative approach to classical Christian education, emphasizing the need for accessibility in rural areas of West Virginia. The conversation covers the unique structure of the curriculum, the ideal student profile, and the marketing strategies for the new academy. In this conversation, Josiah Batten discusses the enrollment process and educational philosophy of Athanasius Academy, emphasizing the importance of flexibility in education to meet diverse student needs. The dialogue explores the role of parents in making informed educational choices, the challenges faced by students in foster care, and the vision for the future of the academy. The conversation highlights the collaborative efforts needed to create a supportive educational environment for all students in West Virginia.Episode Highlights:Athanasius Academy is designed to make classical education accessible statewide.The program is structured as an online micro school under Emmanuel Christian School.Innovative methods are necessary to reach students in small towns.The curriculum includes independent activities with minimal live interaction.Live interactions focus on discussions rather than traditional lectures.Students will engage in Socratic-style seminars for deeper understanding.The ideal student is independent and self-motivated.Portfolio reviews will be maintained to support student progress.Electives may include practical career-oriented classes.Marketing efforts are just beginning for the upcoming school year. Students can enroll at Athanasius Academy through a simple application process.Tuition is kept low to accommodate families, especially those utilizing HOPE scholarships.The academy aims to provide educational options for families in remote areas.Education should not be a one-size-fits-all approach; flexibility is key.Parents must take responsibility for their child's education and explore options.Continuity in education is crucial for students in foster care.West Virginia offers a range of educational opportunities that families may not be aware of.It's important for families to understand their educational choices and advocate for their needs.Collaboration among educators and families is essential for student success.The future of education requires innovative solutions to meet diverse needs.More on Athanasius Academy: Emmanuel Christian Schoolhttps://www.emmanueleagles.com/athanasiusAcademyEmail: JBatten@EmmanuelEagles.comMore on Love Your School/Links Mentioned in Episode:Visit Our Show Notes Page HERE!Questions? Email Us! kim@loveyourschool.org www.loveyourschool.orgVisit our Facebook HERE!Visit our Instagram HERE!This show has been produced by Love Your School WV.

Jackie hurls a fellatory insult at a woman standing in her parking spot, has a romantic encounter with her Uber driver, and reveals her idea for a shit talking Socratic seminar of a birthday party.Thanks for Supporting My Sponsors:VIIA: If you're 21 or older, try VIIA during their annual SPRING 420 SALE for Black Friday-level savings up to 35% off site wide at www.viia.co/BIBLEThis episode is brought to you by BetterHelp: Your well-being is worth it. Get 10% off your first month at www.BetterHelp.com/BITCHBIBLEGDEFY: Use the code BITCH for 30% off orders over $120 at www.gdefy.comHome Chef: For a limited time, get 50% off and free shipping on your first box, plus free dessert for life at www.HomeChef.com/BIBLESee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

In this information-packed episode of Generation AI, hosts JC Bonilla and Ardis Kadiu explore the revolutionary new ChatGPT image generation capabilities that have taken the internet by storm. They break down how this new native image generation differs from previous models, allowing users to create, modify and refine images through conversation. The hosts also cover significant recent AI developments including Google's Gemini 2.5 Pro, Anthropic's Model Context Protocol standard, and new educational initiatives from OpenAI and Claude. This episode gives higher education professionals critical insights into how these visual AI tools will transform marketing, teaching, and creative processes across campus. Recent AI Updates and Developments (00:00:06)Introduction to the episode and upcoming Element451 presence at ASU GSV conferenceBrief mention of new AI releases coming from Element451Overview of recent major AI developments that will be discussedMajor Model Drops and Advances (00:03:13)Google's release of Gemini 2.5 Pro, a powerful reasoning and thinking modelDiscussion of its 1,000,000 token context window and coding capabilitiesAnthropic's Model Context Protocol (MCP) as a new standard for AI model connectionsComparison to standardization moments like VHS/Betamax or USB connectivityHow MCP simplifies integration with external tools and APIsOpen Source Models and Coding Advancements (00:09:11)DeepSeek v3 launch continuing the open source momentumDiscussion of "vibe coding" and voice-based natural language programmingThe progression of open weights models (not fully open source)Google's Gemma 3, OpenAI's announced open weights model, and upcoming Llama 4How these models enable natural language "vibe coding" through better reasoningAI Education Initiatives (00:13:53)OpenAI Academy launch for teaching AI skills and prompting techniquesClaude for Education using Socratic methods to teach students how to learnFocus on pedagogy and learning rather than just providing answersImportance of AI literacy as models improveChatGPT Image Generation Revolution (00:18:06)Technical explanation of the new native image generation in GPT-4oHow it differs from previous DALL-E integration by generating images pixel by pixelThe ability to remember context and make incremental changes to imagesComparison to the creative sketch-to-masterpiece process in artImage Generation Examples and Capabilities (00:27:05)Transforming images into anime, Studio Ghibli style, or other artistic stylesImage restoration, sharpening, and enhancement capabilitiesConverting rough sketches into polished marketing materialsCreating consistent multi-panel comics or narrativesFashion coordination and outfit planning from wardrobe itemsInterior design applications by incorporating furniture pieces in roomsCreating travel journals and personalized visual memory booksPractical Applications in Education and Marketing (00:34:23)Educational uses for teachers creating customized visual aidsExplaining complex concepts through dynamic illustrations for different learning stylesMarketing prototyping and rapid campaign creationStoryboarding for entertainment and media productionProduct design acceleration and prototypingTransformative Impact Across Industries (00:37:51)Filters becoming experiences with style transformationsEasier creation of memes and visual communicationBooks and visual storytelling including children's booksImproved slide presentations with conceptual imagesPersonalizing stock photography with school colors and logosRemixing movie scenes in different stylesCreating personalized advertisements at scaleEnabling creatives to produce work faster and tell stories through visualsLearning at Scale Through Visual AI (00:41:46)How educators can use these tools to reach diverse learnersMaking complex concepts accessible through visual adaptationRemoving creative bottlenecks in educationFinal thoughts on the transformative potential of new vision models - - - -Connect With Our Co-Hosts:Ardis Kadiuhttps://www.linkedin.com/in/ardis/https://twitter.com/ardisDr. JC Bonillahttps://www.linkedin.com/in/jcbonilla/https://twitter.com/jbonillxAbout The Enrollify Podcast Network:Generation AI is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Attend the 2025 Engage Summit! The Engage Summit is the premier conference for forward-thinking leaders and practitioners dedicated to exploring the transformative power of AI in education. Explore the strategies and tools to step into the next generation of student engagement, supercharged by AI. You'll leave ready to deliver the most personalized digital engagement experience every step of the way.Register now to secure your spot in Charlotte, NC, on June 24-25, 2025! Early bird registration ends February 1st -- https://engage.element451.com/register

Welcome to episode #978 of Six Pixels of Separation - The ThinkersOne Podcast. Dr. Christopher DiCarlo is a philosopher, educator, author, and ethicist whose work lives at the intersection of human values, science, and emerging technology. Over the years, Christopher has built a reputation as a Socratic nonconformist, equally at home lecturing at Harvard during his postdoctoral years as he is teaching critical thinking in correctional institutions or corporate boardrooms. He's the author of several important books on logic and rational discourse, including How To Become A Really Good Pain In The Ass - A Critical Thinker's Guide To Asking The Right Questions and So You Think You Can Think?, as well as the host of the podcast, All Thinks Considered. In this conversation, we dig into his latest book, Building A God - The Ethics Of Artificial Intelligence And The Race To Control It, which takes a sobering yet practical look at the ethical governance of AI as we accelerate toward the possibility of artificial general intelligence. Drawing on years of study in philosophy of science and ethics, Christopher lays out the risks - manipulation, misalignment, lack of transparency - and the urgent need for international cooperation to set safeguards now. We talk about everything from the potential of AI to revolutionize healthcare and sustainability to the darker realities of deepfakes, algorithmic control, and the erosion of democratic processes. His proposal? A kind of AI “Geneva Conventions,” or something akin to the IAEA - but for algorithms. In a world rushing toward techno-utopianism, Christopher is a clear-eyed voice asking: “What kind of Gods are we building… and can we still choose their values?” If you're thinking about the intersection of ethics and AI (and we should all be focused on this!), this is essential listening. Enjoy the conversation... Running time: 58:55. Hello from beautiful Montreal. Listen and subscribe over at Apple Podcasts. Listen and subscribe over at Spotify. Please visit and leave comments on the blog - Six Pixels of Separation. Feel free to connect to me directly on Facebook here: Mitch Joel on Facebook. Check out ThinkersOne. or you can connect on LinkedIn. ...or on X. Here is my conversation with Dr. Christopher DiCarlo. Building A God - The Ethics Of Artificial Intelligence And The Race To Control It. How To Become A Really Good Pain In The Ass - A Critical Thinker's Guide To Asking The Right Questions. So You Think You Can Think?. All Thinks Considered. Convergence Analysis. Follow Christopher on LinkedIn. Follow Christopher on X. This week's music: David Usher 'St. Lawrence River'. Chapters: (00:00) - Introduction to AI Ethics and Philosophy. (03:14) - The Interconnectedness of Systems. (05:56) - The Race for AGI and Its Implications. (09:04) - Risks of Advanced AI: Misuse and Misalignment. (11:54) - The Need for Ethical Guidelines in AI Development. (15:05) - Global Cooperation and the AI Arms Race. (18:03) - Values and Ethics in AI Alignment. (20:51) - The Role of Government in AI Regulation. (24:14) - The Future of AI: Hope and Concerns. (31:02) - The Dichotomy of Regulation and Innovation. (34:57) - The Drive Behind AI Pioneers. (37:12) - Skepticism and the Tech Bubble Debate. (39:39) - The Potential of AI and Its Risks. (43:20) - Techno-Selection and Control Over AI. (48:53) - The Future of Medicine and AI's Role. (51:42) - Empowering the Public in AI Governance. (54:37) - Building a God: Ethical Considerations in AI.

Actress and conservative pundit Sam Sorbo joins us to share her transformative journey from skepticism to advocacy in the realm of homeschooling. Her story begins with a bold decision to homeschool her eldest child, driven by dissatisfaction with the conventional education system. Sam recounts the hurdles and triumphs she faced, including a stint at a private Christian school that reaffirmed her belief in personalized education. Her experiences underscore the importance of trusting parental instincts and the fulfillment that comes from crafting a child's learning environment.Our conversation takes a deeper look at education through the lens of virtue and family values. Rather than equating success with financial achievements, we explore how nurturing a child's character and soul stands as a pillar of true education. Sam and I discuss societal norms around early childcare and how these can sometimes erode family bonds, advocating instead for a focus on critical thinking over rote memorization. Insights from her book, "Parents Guide to Homeschool Making Education Fun and Easy," illustrate the joy and satisfaction that can be found in a homeschool setting.We also tackle the contentious topic of school choice, examining the implications of government funding on educational autonomy. With examples from states like Arizona and Florida, we highlight the challenges and potential pitfalls of accepting government assistance in private and homeschool settings. Our discussion encourages a reevaluation of conventional success paths, advocating for a return to family-centric values and understanding each child's unique potential. Engaging teenagers in meaningful conversations and Socratic circles is celebrated as a way to enhance their communication skills, ultimately preparing them for a fulfilling future.

A brief overview of Socrates, the classical Greek philosopher widely regarded as the founder of Western philosophy.   Known for his Socratic method of questioning, he profoundly influenced ethical thought, epistemology, and later philosophical traditions.

Follow doc on X @Altphilologe https://en.wikipedia.org/wiki/C%C3%A6dmon%27s_Hymn

Another AI-based project at SXSW this year was SWEET! by Dutch designer and artist René van Engelenburg of DROPSTUFF MEDIA. This is a projection-mapped physical installation designed to facilitate a very brief conversation with an OpenAI LLM-driven virtual being about the parallels between how sugar is added to all of our food and how AI is currently being added to all of our technologies. The virtual being uses a sort of Socratic method of questioning to solicit your opinion in four leading questions that are making an argument about the commonalities between sugar and AI. It's a short five-minute experience, and so I did the piece three different times to understand the underlying mechanics of how it's built. It never felt like a true conversation as there's a superficial acknowledgement of my responses, but always immediately progresses onto the pre-set monologue that is pre-written within the series of prompts without having what I see seemingly impact the substance of the conversation beyond some prompted images that are projected onto the white set of a candy store. So instead of a truly, open-ended Socratic dialogue, this experience feels more like a Socratic monologue where questions are only driving a superficial sentiment analysis before moving onto the delivery of the next random fact or story beat. We still have a long way to go before these LLM-based experiences can balance a convincing conversation while also telling a compelling story, but this feels like the type of XR immersive installation providing a holographic embodiment of the virtual being is a compelling form factor that I can see being further developed in the future. This is a listener-supported podcast through the Voices of VR Patreon. Music: Fatality

Are you really in control of your life—or just reacting to chaos? What if the secret to happiness, resilience, and financial stability isn't about doing more… but doing less, with more intention? Studio Sponsor: Cardio Miracle - "Unlock the secret to a healthier heart, increased energy levels, and transform your cardiovascular fitness like never before.": https://www.briannicholsshow.com/heart In this mind-expanding episode of The Brian Nichols Show, we pull back the curtain on why “controlling what you can control” is more than just a motivational quote—it's a life philosophy that could radically change how you approach stress, decision-making, and even political conversations. In a world filled with anxiety, economic uncertainty, and nonstop noise, guest Will Young—a certified financial planner, behavioral psychology expert, surfer, and stoic—shares how applying timeless Stoic wisdom and behavioral science can help you thrive in today's volatile world. Whether you're trying to manage your finances, have better conversations, or be a more present parent or partner, Will drops practical, real-life tools that actually work. From navigating heated political conversations without losing your mind (or your friends), to recognizing when you're consuming mental “junk food,” this episode is packed with memorable metaphors and mental models. Will explains how to use the Socratic method in conversations to reduce conflict, increase clarity, and create more productive dialog—even when discussing polarizing topics like taxes, pandemics, or elections. You'll also discover what we can learn from children about presence and joy, why true leadership starts with self-awareness, and how to train your mind the way athletes train their bodies. This isn't just an interview—it's a masterclass in recalibrating your life to operate from clarity, calm, and control. Plus, Brian gets real about the pressures of modern life—from being a political commentator to balancing work and fatherhood—offering a raw, relatable look at how even the most driven people need time to recharge, reflect, and realign. By the end of this episode, you'll walk away with a renewed mindset and a practical roadmap for being more intentional, grounded, and effective in every area of your life. ❤️ Order Cardio Miracle (https://www.briannicholsshow.com/heart) with code TBNS at checkout for 15% off and take a step towards better heart health and overall well-being!

Here's an idea: Around 2012, YouTube was undergoing a profound transformation from a novelty economy to a loyalty platform. This was largely driven by vlog culture, but another format was emerging: The video essay. But would Internet audiences (notorious for their ShOrT aTeNtIoN sPaNs!!!) watch longform, Socratic discussion of math, democracy, quantum mechanics, and Pokémon? Turns out: Yes. Through the power of public broadcasting, an extremely innovative YouTube show emerged called PBS Idea Channel. It was produced by a talented team of writers, researchers and producers, and its host – Mike Rugnetta – became the face of Internet curiosity during its 5 year and 400 video run. Today, you can't swing Schrödinger's dead cat without hitting a video essay with millions of views. Their popularity can be traced back to Mike and his colleagues, who in-turn credit the vloggers and comedians who inspired them in the early days of Web video. Mike joins Matt to discuss this rare time for Internet creativity, what it was like to build a large and intellectually curious community on YouTube, why he returned to his first love of audio design, how modern social media makes us so passive, and why he's thrilled that his many ongoing podcasts don't pay the bills. Connect with Mike: https://rugnetta.com/ Mike's Instagram: https://www.instagram.com/mikerugnetta/ Subscribe to Mike's excellent podcasts: Reasonably Sound: https://reasonablysound.com/ RIP Corp: https://ripcorp.biz/ Never Post: https://www.neverpo.st/ Fun City: https://funcity.ventures/ This show is made possible by listener support: https://www.patreon.com/influencepod Listen & subscribe wherever you get podcasts:

Heraclitus (c. 500 BC), a pre-Socratic philosopher from Ephesus, is renowned for his doctrine of perpetual change and the unity of opposites, encapsulated in the phrase “Everything flows” and “No man ever steps in the same river twice.” His concept of logos as the rational order of the universe influenced ancient and modern philosophy, including thinkers like Plato, Aristotle, and Hegel. Known as “the dark” philosopher for his cryptic style and paradoxical ideas, Heraclitus viewed strife as fundamental to justice and saw fire as the primal element of existence. His legacy endures in the study of cosmology, metaphysics, and dialectics.

Across the headlines, we appear to be falling into a post-truth world. But the questions that most resonate with humanity—on life, death, love, and leadership—remain as pertinent as they were in the age of Socrates. Now philosopher and University of Chicago Professor Agnes Callard joins us to examine how Socratic thought can continue to guide us and ground us, breathing new life into the rigour of inquiry and the importance of truth. Get an Exclusive Incogni deal here: https://incogni.com/howtoacademy Learn more about your ad choices. Visit podcastchoices.com/adchoices

Philosophy has a way of intimidating or putting off people for being too ethereal, abstract, or impractical. But today, Dr. Peter Kreeft joins Ben Eriksen to challenge these judgments by discussing his new book “What Would Socrates Say? An Introduction to Philosophy by the Socratic Method.” This work is unlike every other introduction to philosophy; it is not only written in dialogue, but also teaches the reader how to think, not what to think. In this episode, Dr. Kreeft and Ben discuss the Socratic method, the importance of searching for the truth rather than winning arguments, skepticism, artificial intelligence, and so much more. This engaging conversation demonstrates the importance of philosophy in our everyday lives.   Get your copies of “What Would Socrates Say?”: https://ignatius.com/what-would-socrates-say-wwssh/   SUBSCRIBE to our channel and never miss an episode of the Ignatius Press Podcast. You can also listen to the podcast on Apple, Spotify, and other podcast platforms. Follow us on social media: Twitter/X: https://twitter.com/IgnatiusPress Facebook: https://www.facebook.com/ignatiuspress Instagram: https://www.instagram.com/ignatius_press/

In this episode of Evolving Enterprises, I am very lucky to be joined by Joseph Paris, CEO of Zolotech Consulting Group. This year marks the 40th year of Zolotech. We will be looking into what first led to Joseph's interest in operational excellence. We discuss how the challenges faced by companies and people around the world are very similar. We talk about the importance of trust and stakeholder engagement. Joseph shares insights including his use of the Socratic approach. 

The Ochelli Effect 3-7-2025 Open Mic Friday Night with B PeteWe offer you a constructive influence over the show. Call In 1(319) 527-5016 and use your voice to change what we have to work with. Message Chuck on X.Also send some email and TWITTER X messages to B Pete Goddamnit! HEW LOVES DEBATE AND ARGUMENT, Chuck wants more Socratic method!The Co-Host WEBSITEhttp://www.bpete1969.com/TWITTER Xhttps://x.com/bpete1969FEDBOOKhttps://www.facebook.com/bpete1969Friday Night Open Mic NEEDS YOU! ALSOBe the EFFECT support OCHELLIhttps://ochelli.com/donate/Listen/Chat on the Sitehttps://ochelli.com/listen-live/TuneInhttp://tun.in/sfxkxAPPLEhttps://t.co/stHbqtgAc3

Today, on Karl and Crew, we continued our weekly “Be the Church” theme with a discussion that compared the biblical learning style of discipleship with a didactic or Socratic learning style. A didactic learning style is acquiring information from a single source/teacher through a teaching method that delivers information in a direct and structured manner, such as lectures. On the other hand, Discipleship is more of a personable, interactive, and application-based learning style mirrored from Jesus’s actions. We turned to Mark 1:35-39 to analyze Jesus’s first choice of action before starting His day. We also had our special guest, Ricky Brown, join the conversation. Ricky is the President and Founder of Speak Life. He is also a luminary, storyteller, speaker, and author. He has written the book, “The Five Hazardous Attitudes: Ways to Win the War Within.” You can hear the highlights of today’s program on Karl and Crew Showcast.Donate to Moody Radio: http://moodyradio.org/donateto/morningshowSee omnystudio.com/listener for privacy information.

The Ochelli Effect 2-28-2025 Open Mic Friday NightWe offer you a constructive influence over the show. Call In 1(319) 527-5016 and use your voice to change what we have to work with. Message Chuck on X.Chuck alone hosted Friday.Also send some email and TWITTER X messages to B Pete Goddamnit! HEW LOVES DEBATE AND ARGUMENT, Chuck wants more Socratic method!The Co-Host WEBSITEhttp://www.bpete1969.com/TWITTER Xhttps://x.com/bpete1969FEDBOOKhttps://www.facebook.com/bpete1969Friday Night Open Mic NEEDS YOU! ALSOBe the EFFECT support OCHELLIhttps://ochelli.com/donate/Listen/Chat on the Sitehttps://ochelli.com/listen-live/TuneInhttp://tun.in/sfxkxAPPLEhttps://t.co/stHbqtgAc3

=The Ochelli Effect 2-21-2025 Open Mic Friday Night with B PeteWe offer you a constructive influence over the show. Call In 1(319)527-5016 and use your voice to change what we have to work with. Message Chuck on X.Is Chuck wrong to think we should actively make efforts to avoid repeating the exact talking points already heard on MSM?Also send some email and TWITTER X messages to B Pete Goddamnit! HEW LOVES DEBATE AND ARGUMENT, Chuck wants more Socratic method!The Co-Host WEBSITEhttp://www.bpete1969.com/TWITTER Xhttps://x.com/bpete1969FEDBOOKhttps://www.facebook.com/bpete1969Friday Night Open Mic NEEDS YOU! ALSOBe the EFFECT support OCHELLIhttps://ochelli.com/donate/Listen/Chat on the Sitehttps://ochelli.com/listen-live/TuneInhttp://tun.in/sfxkxAPPLEhttps://t.co/stHbqtgAc3=================

Episode 218 is chock-full of super practical ways to implement academic talk in your classroom tomorrow! Elementary science teacher Jami Witherell shares her insights on fostering academic discourse in the classroom, emphasizing the importance of giving students time to think before they speak. She discusses practical strategies for engaging students in conversation, including the 'read a little, think a little, chat a little' approach, and the implementation of Socratic seminars and fishbowl discussions. Jami highlights the significance of preparation and creating a safe space for all students, especially multilingual learners, to express their thoughts and ideas. Her personal experiences as a multilingual learner shape her passion for ensuring that every student feels their voice matters in the classroom.Fourth grade teacher Lauren Proffitt discusses the importance of oracy in education, detailing how her school has implemented a school-wide goal to enhance students' speaking skills. She explains the significance of structured routines and strategies that promote student engagement through talk, emphasizing the role of oracy in both academic and lifelong skills. The discussion also covers peer observations, collaborative learning, and effective management of classroom discussions, providing practical insights for educators.ResourcesFail-a-bration by Brad and Kristi Montague We answer your questions about teaching reading in The Literacy 50-A Q&A Handbook for Teachers: Real-World Answers to Questions About Reading That Keep You Up at Night.Grab free resources and episode alerts! Sign up for our email list at literacypodcast.com.Join our community on Facebook, and follow us on Instagram, Facebook, & Twitter.

Machine learning, big data and AI are reshaping the human experience and forcing us to develop a new ethical intelligence. In Buddhism and Intelligent Technology: Toward a More Humane Future (Bloomsbury, 2021), Peter Hershock offers a new way to think about attention, personal presence, and ethics as intelligent technology shatters previously foundational certainties and opens entirely new spaces of opportunity. Rather than turning exclusively to cognitive science and contemporary ethical theories, Hershock shows how classical Confucian and Socratic philosophies help to make visible what a history of choices about remaking ourselves through control biased technology has rendered invisible. But it is in Buddhist thought and practice that Hershock finds the tools for valuing and training our attention, resisting the colonization of consciousness, and engendering a more equitable and diversity-enhancing human-technology-world relationship. Focusing on who we need to be present as to avoid a future in which machines prevent us from either making or learning from our own mistakes, Hershock offers a constructive response to the unprecedented perils of intelligent technology and seamlessly blends ancient and contemporary philosophies to envision how to realize its equally unprecedented promises. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Machine learning, big data and AI are reshaping the human experience and forcing us to develop a new ethical intelligence. In Buddhism and Intelligent Technology: Toward a More Humane Future (Bloomsbury, 2021), Peter Hershock offers a new way to think about attention, personal presence, and ethics as intelligent technology shatters previously foundational certainties and opens entirely new spaces of opportunity. Rather than turning exclusively to cognitive science and contemporary ethical theories, Hershock shows how classical Confucian and Socratic philosophies help to make visible what a history of choices about remaking ourselves through control biased technology has rendered invisible. But it is in Buddhist thought and practice that Hershock finds the tools for valuing and training our attention, resisting the colonization of consciousness, and engendering a more equitable and diversity-enhancing human-technology-world relationship. Focusing on who we need to be present as to avoid a future in which machines prevent us from either making or learning from our own mistakes, Hershock offers a constructive response to the unprecedented perils of intelligent technology and seamlessly blends ancient and contemporary philosophies to envision how to realize its equally unprecedented promises. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/buddhist-studies

Machine learning, big data and AI are reshaping the human experience and forcing us to develop a new ethical intelligence. In Buddhism and Intelligent Technology: Toward a More Humane Future (Bloomsbury, 2021), Peter Hershock offers a new way to think about attention, personal presence, and ethics as intelligent technology shatters previously foundational certainties and opens entirely new spaces of opportunity. Rather than turning exclusively to cognitive science and contemporary ethical theories, Hershock shows how classical Confucian and Socratic philosophies help to make visible what a history of choices about remaking ourselves through control biased technology has rendered invisible. But it is in Buddhist thought and practice that Hershock finds the tools for valuing and training our attention, resisting the colonization of consciousness, and engendering a more equitable and diversity-enhancing human-technology-world relationship. Focusing on who we need to be present as to avoid a future in which machines prevent us from either making or learning from our own mistakes, Hershock offers a constructive response to the unprecedented perils of intelligent technology and seamlessly blends ancient and contemporary philosophies to envision how to realize its equally unprecedented promises. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

Machine learning, big data and AI are reshaping the human experience and forcing us to develop a new ethical intelligence. In Buddhism and Intelligent Technology: Toward a More Humane Future (Bloomsbury, 2021), Peter Hershock offers a new way to think about attention, personal presence, and ethics as intelligent technology shatters previously foundational certainties and opens entirely new spaces of opportunity. Rather than turning exclusively to cognitive science and contemporary ethical theories, Hershock shows how classical Confucian and Socratic philosophies help to make visible what a history of choices about remaking ourselves through control biased technology has rendered invisible. But it is in Buddhist thought and practice that Hershock finds the tools for valuing and training our attention, resisting the colonization of consciousness, and engendering a more equitable and diversity-enhancing human-technology-world relationship. Focusing on who we need to be present as to avoid a future in which machines prevent us from either making or learning from our own mistakes, Hershock offers a constructive response to the unprecedented perils of intelligent technology and seamlessly blends ancient and contemporary philosophies to envision how to realize its equally unprecedented promises. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/technology

Athens stands as a cornerstone of Western civilization, philosophy, and church history. Today, Stephen Nichols takes us to this ancient city, exploring its legacy as the home of democracy, Socratic thought, and Paul's famous sermon on Mars Hill. Read the transcript: https://ligonier.org/podcasts/5-minutes-in-church-history-with-stephen-nichols/athens-in-church-history/ A donor-supported outreach of Ligonier Ministries. Donate: https://donate.ligonier.org/ Explore all of our podcasts: https://www.ligonier.org/podcasts

Charmides is supposed to be about temperance, but what's it really about? Maybe it's about the Socratic method and whether knowing when you don't know is sufficient for happiness.

In this episode of the Just Schools Podcast, Jon Eckert interviews James Blomfield from the International Forums of Inclusion Practitioners (IFIP). They discuss his work in inclusive education, the importance of Universal Design for Learning (UDL), and the global challenges and opportunities in creating truly inclusive schools. Blomfield shares insights from his visits to Texas schools, highlighting student engagement in career and technical education programs. The conversation also explores the role of artificial intelligence in education, the shift from inclusion to belonging, and the power of networks like IFIP in connecting educators worldwide. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: The Curriculum: Gallimaufry to Coherence by Mary Myatt How Change Happens by Duncan Green The Name of the Rose by Umberto Eco Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn X: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Jon Eckert: All right, so we are blessed to have James in our podcast studio. He flew all the way from the United Kingdom to Waco, Texas, to be on this podcast. So James, tell us a little bit about what you've been doing here in central Texas these last couple of days. James: Yeah, I've been spoiled. I've just had the best cheese and ham roll, ever. I can tell you a lot about Texan food now. And brisket. But the quality of the experiences, the visiting the schools, meeting you at Baylor has been a terrific privilege. I'm very grateful. Yeah, today, this morning, in fact, we visited three schools in Waco Independent School District. We were shown around by the loveliest people, Adam, Caroline, and Christie. I think Adam and Caroline are on from your doctoral program. Jon Eckert: Yes. James: But they're like institutional coaches. I gather. We would call them improvement offices where I come from, but they had such a light touch. They knew everyone. They were so friendly with people, and I gather that they are also about compliance, but with the coaching aspects. So they were great. And the three schools we went to, we were Midway yesterday, which was amazing. And then this morning, Bells Hill Elementary, Cesar Chavez, and then GWAMA, Greater Waco Advanced Manufacturing Academy earlier. And yeah, what impressed me was speaking honestly as an English person, it is shocking to see police in a school. Very quickly, I was unaware of them. But we have our own issues in the UK with knives and all sorts. But the staff were, despite that, throughout just so calm, friendly, loving, and attentive to the students. Asking them, talking to them in front of us. And some wonderful experienced people, trauma informed. There was someone who was training to be a social worker this morning who just came out of her office and gave us a short speech without any preparation, speaking from the heart, talking about what she was doing, how much the children matter. If you've got people like that, then you are going to be doing the right stuff. So yeah, I was impressed. But also from the type of education, obviously Texas is massive. The school footprint, I've never been into such big schools, even the elementary and yesterday with Midway, that was the biggest school I've ever been in. It took us a long time to walk around. And all of the stuff, like this morning at GWAMA, we saw robotics, drones, they have the construction academy, welding, forklift truck driving. Yesterday we saw them building an airplane. When I was doing metalwork at school, it was for like a baked potato holder. They were building an airplane. And I would love that as a student. I would be inspired by that even if I was building a small part of the airplane. Rebuilding tractors yesterday. So that's practical. That's 21st century teaching, but visible, practical, hands-on. Jon Eckert: And then the engagement that you see that's possible there through starting a cafe restaurant through the airplanes. Just to be clear to the audience, the students are not doing this on their own. It's a two-seat airplane that would be like a Cessna, and they have engineers coming in to help build. I still am not going to be the first person that volunteers to fly in that, but it was impressive to see. And I do feel like in central Texas, there are a number of schools doing a lot to try to meet the needs of the community by educating kids in ways that engage them, use the skills that they've been given, help them become more of who they're created to be in a way that benefits the community. And even the principal yesterday, Allison Smith, was sharing about the new factory that's coming in that's got a gigantic footprint, and it's going to be a huge benefit to the tax base. Before they came, they met with the high school to see if there were ways that they could integrate some of the needs they have with what the high school's developing in their students. Because at Midway, about half the students go on to a post-secondary education. And so there have to be opportunities for kids to step into things that allow them to be gainfully employed and meaningfully use the skills that they have. And many of the kids were doing things that I couldn't even fathom doing. And they're just leaning into it and gaining expertise, which is for 16, 17, 18 year olds is truly remarkable. James: Isn't that also a bit like a UDL mindset? If the manufacturer comes in and has that intelligence to ask about what would you need? What would be helpful? And then you're designing the education from the ground up. Jon Eckert: That's it. And I'm glad you brought up Universal Design for Learning, because that's something that we haven't really gotten into. Why you're here and what you do in the United Kingdom, because we actually, Eric Ellison, met you a while ago. But you were the reason why we were at a UNESCO conference in Paris where we got to work with educators from six continents that were all interested in UDL and what it means to educate each kid around the world. And there's 250 million kids that don't have access to a school. And then we're in these amazing schools where the biggest schools you've been in that are offering all these different opportunities. And so we're getting to see it, but what does it really look like from your perspective, from your organization as it relates to UDL? James: Yeah. So interesting, I am a teacher, head teacher, classroom teacher from some 25 years. And for me, it's all about practical teaching and talking to parents, making things work. But at a very practical level. And one thing that drew me to my organization, which is the IFIP, International Forums of Inclusion Practitioners, was that when I met Daniel, who's a fabulous person to work for, it's much more practitioner based. It's all about pedagogies. I felt at home straight away. But also, how do we train teachers? How do we bring them on into inclusive practice? And the IFIP is all about the voice of teachers. Daniel would say inclusionistas, all manner and range of people, teachers, specialists, therapists, but parents as well, who are committed to a more equitable and enriching education. So the majority of what we do is training. We have things like our GITI program, which is a global inclusive teaching initiative. But we do events. And that's something that Daniel, one of his strengths, he speaks all over the world. He's written many books. We were so, so grateful to have the event at UNESCO in Paris. So we were co-hosting. Daniel had been talking about that for two years beforehand. And we didn't believe him. He made it a reality. He dreamt about it, and it happened. And the same more recently in Brazil. We went to the G-20 ministerial meeting. He was talking about that. So he sees things and it falls to me to follow behind him and try and make some of the practicalities work. But yeah, the inclusion piece covers so many flavors. And I think what you mentioned just now, we talk about inclusion. Well, if the 250 million aren't in school, well, that's a level of inclusion that puts lots of other schools into a completely different context. Where does the inclusion start? And even in some of the schools I visited, I've been very lucky to visit schools around the world who would say they're inclusive and they may have a sensory room, or they may have, but they aren't necessarily inclusive. But for me, one of my favorite schools I've visited was in Rome, [foreign language 00:08:28], Our Lady of Good Counsel. It was run by Silesia nuns. And they said in the words of their founder, Don Bosco, "Young people need not only to be loved, but they need to know that they're loved." And it's very reassuring as a practitioner, a teacher, former head teacher, to come here to Texas and you see that. You see that palpably going on. And I feel at home. The elementary school this morning, because I was a primary school teacher, it was just like, I know this. I understand this. I could probably take a lesson. But they had some great ideas. And teachers, I'm a teacher, you love stealing good ideas. Jon Eckert: Well, and I think this is the beautiful thing about the jobs that we get to do. We get to see all the amazing things that are happening in schools. So much of what's in the news and what gets publicized are the things that aren't working. And the tragedy that there are 250 million kids who don't have access to schools, that is tragic. But in schools, there are amazing things happening all over the world. And getting to see them is this encouraging, oh, it gives you hope. And I wish more people could see that. I do think there are challenges though, because when we think about inclusion, we've moved as a country toward inclusive education, the least restrictive environment for students, and bringing students into a place where they can flourish. But we really, as Erik Carter, who runs our Baylor Center for Developmental Disability, you met with him yesterday. He talks about moving from inclusion to belonging. And I think we even need to think about belonging to mattering. So you keep hearing more and more about what does it means to matter and seeing your gifts being used with others. And that's what we saw yesterday. It wasn't individual students. It was teams of students doing this and each member of the team had a different role, whether it was robotics or it was the plane or the cafe. And the educators needed to step in. So the principal was talking about, I need an educator who's willing to step up and do this so that this can happen. And that's the thing that I think people that haven't been in schools for a while don't see what it means to really help kids belong. They have a sense of what inclusion was, maybe when they were in school, where there was a class down the way that was a Sensory room, which is a nice room for just, here's where we're going to put a kid who's out of control that we can't manage in so many places. It's like, no, there's so many schools that are doing so much more than that. So what are some other hopeful things you've seen through IFIP? James: Well, I think, yeah, you see a lot and on social media, and you must have found this, there's so much many aphorisms about inclusion and metaphors about what inclusion is. It's a mosaic. It's a banquet with many tastes. It's symphony orchestra with many sounds. Inclusion is a garden. That's quite a good one actually, the metaphor. And that's something that Sir Ken Robinson from the UK has talked a lot about. And there's lots of analogies with growing and flourishing, which that's a word you've taught me in my visit here. But I do feel sometimes that it is all good to talk about that. I don't disagree. But there's some recently inclusion makes every day feel special. Yeah, it does. Inclusion is the antidote to the division in the world. It is. But will that help the early career teacher struggle with their class? Will that give them the practical steps that they need? So I think all of those things are true, and we must love the students. But I would say that's just comes a standard with being a decent human being. I would expect that from you, from anyone. You treat people with a respect. But for me, I feel more inclined to say, what are the practical professional steps? What's the pedagogy? What are the teaching principles that will help me to, as we were saying yesterday, maybe to hesitate before ask another question in class and listen. And listen. That's inclusion, isn't it? Wait for someone to answer and maybe then not say anything. It's actually stepping back. So for me, I'm very impressed by... I mean, I was brought up on quality first teaching, we would call it in the UK, which is about high quality, inclusive teaching for every child. So you mustn't differentiate in a way that you've got the low table. No one wants to be on the low table. You want to have high challenge on every table. And we used to say, you want your best teacher on the lowest table. It's not like you just put a teaching assistant or some volunteer on the lowest table. It's got to be focus lesson design, involvement, interaction, metacognition. So responsibility for your own teaching, for your own learning. Sorry. And I love the dialogic approach. Someone said yesterday, Socratic circle that I've picked up. But it's like you would encourage a child to talk about what they understand because very quickly then you assess what they actually know. Sometimes you'd be surprised by what they know. But for the same reason, UDL appeals to me, to my sensibility, because it offers very practical steps. And crucially at the design stage, it's not like I'm going to apply this assistive technology to a lesson I created a year ago and will do the best we can, and that child will now be able to do more than they could. But if I design the lesson, and one of our colleagues, Helena Wallberg from Sweden, who was a co-author on the Global Inclusive Teaching Initiative, she talks about lesson design. It's a far sexier way than lesson planning. So teachers are professionals, they're artists. They need to use their profession. Jon Eckert: So when you start thinking about design, I use Paideia seminars because Socratic seminars are great, but Socrates taught one-on-one. We don't usually get the luxury of doing that. So how do you bring in the gifts of each student, not so that you're doing something kind or helpful for that individual, but so that the whole group benefits from the collective wisdom in the classroom? And so the inclusive education is not to benefit one single individual, it's to benefit all of us because of what you draw out. And that's where design, I think, is more helpful than planning. And so when we think about this in this state that we're in right now, we've never been in a better time to educate. We have more tools than we've ever had. We know more about how people learn than we have in the history of the world. James: Yeah. Jon Eckert: And yet sometimes that can make things feel overwhelming. So that beginning teacher that you mentioned. The only thing that beginning teacher knows is no one in the room learns exactly the way she does. That's all you know. And so then how do you use tools... And we've talked a little bit about this artificial intelligence. Amazing tool for adapting reading levels, for adapting basic feedback, for giving an educator a helpful boost on lesson design because it can synthesize from large language models. It can do work that would've taken us hours in five seconds. But it can't replace the human being. And so how do you see tools like artificial intelligence feeding into UDL so that it becomes more human, not less? James: So where I am, there's a shortage of specialist teachers, for example, and therapists. And Daniel's been doing a lot of work in India and parts of Asia where there isn't the expertise. So I think maybe AI can help in those places. But even he would say that will not replace a specialist. You can never replace a specialist who has the intuitive and curiosity to see what an AI system can't. But it may empower parents who have no kind of training as a teacher might have for neurodiverse situations of how do I deal with my child when they're like this? And similar for teachers and who are looking for... They've tried everything. What do I try now? So we've been working on one on an AI system that's based on all of the research that Daniel's done. It's not released yet. We've got a working title of 360 Assessment, which doesn't really mean anything, but it was meant to be assessing the whole child. And he's, through his work in many schools over many years, many thousands of hours, he's put all of this stuff into the data for the AI system coupled with his books. So when you ask a question, it will do a quick spin round and come back with some suggestions. And it's quite fun to use, I think, as a tool to empower parents to signpost them. And for teachers, it's a useful tool. I don't think it's the panacea, but I think you have to use these technologies sensibly. But my daughter, who's a nursery nurse, and she tried to break it by saying, oh... We tried it, the computer. My child is two years old, but can't pronounce S. should I be worried? And it came back with the correct answer, said no, there's nothing to worry about. Up to four years old, some children won't be able to pronounce the sound S properly. And then it gave her the advice that she would give, because a manager of a nursery nurse, the advice you'd give to her staff. Now all of her team have just started that. None of them have any experience. So that, I could see, could be useful for training numbers, the ratio of good advice to people. That's the way I see it working in the short term. Jon Eckert: No, and I think that's great because it enhances the human's ability to meet the need of the human right in front of them. Because I will always believe that teaching is one of the most human things that we do. James: It is. Jon Eckert: And so any way that we can enhance that with any tool, whether it's a pencil or an artificial intelligence tool that allows you to give feedback and synthesize things and help with design. I also believe we just need to give credit where credit's due. I don't love it when we don't give credit for tools that we use. So if you're using UDL, they're a great people cast. We're about to have a call with them later today. They do great work. And so the same thing. If you have a digital tool, share that so that we know here's what we did and here's how we can spread that collective expertise to others. And so what role does IFIP play in bringing networks of people together to do that? Because in your convenings, that's one of the main things you do. So can you talk a little bit about that? James: Yeah. Well, in the title if you like, in our forums, one of the things that Daniel is very keen on is sustainable growth. So we want to introduce people to each other. And it's surprising with head teachers and principals who struggle. I've just come back from Brazil from a UNESCO GEM, which is a global education meeting, where the focus was on the quality of the leadership. And we need to give, empower our leaders. They're often working on their own. One of the roles of the IFIP is to join them together. So we're launching in January at the BET Show, which is the biggest technology show in the world, apparently, in London Excel Center, our Global School Principals Forum. So we have a forum for them. We have a forum for specialists, forum for pastoral leads. And we've also got regional forums of South America, North America, Asia, just to try to bring people together. Because when you share the experience, and I've been really grateful this morning for the opportunity to walk through and see some American schools that you share the ideas, you see the similarities. That's the power and that's so important. Jon Eckert: No, and that's been our experience. Whether we're just in the states or internationally, there's so much good work going on. We just need to have ways of connecting human beings who are doing it, so it doesn't feel like it's another thing to do, but it's a better way to do what we're already doing. And so I feel like that's what UDL does. I feel like that's what IFIP is about. And that the most meaningful part of our time in Paris at UNESCO was not in the panels, it was in the conversations that happened over lunch, in the hallways. The panel may have sparked a conversation, but it's hey, what are you doing here? And what are you doing there? And I walked away with multiple connections of people that we'll continue to talk to because, again, there's so much good work going on. Yeah, go ahead. James: My memory of the... Because it was a very stale affair, wasn't it? And the bureaucratic approach, UNESCO, because you feel like you're a United Nations and lots of people talking were sat down for hours and hours, was when you lifted your hand and actually ask a few questions. That's inclusion, isn't it? Eric was saying that people who were leaving the room walked back in to listen because that was interesting and someone was asking them how they feel and bringing it back into reality. That's so important. But I also think inclusion, there is an interesting power dynamic with inclusion. A guy called Michael Young who's a professor of education at UCL, talks about the right for all children and young people to be taught powerful knowledge. What knowledge are we giving them? How are we empowering them? So I think inclusion is all about discovering your power within, if you like. That's so important so that they begin to see. And some of the teachers are saying this morning, kids know what they see, what they've experienced. And if you introduce new ways of dealing with anger or with pain, they don't have to fight. They don't have to resort to what they've necessarily seen. Then give them new strategies. That's empowering those children. Jon Eckert: Well, and Adam and Caroline who were taking you around, they're behavioral interventionists. And they are always busy because there are kids that are struggling with how to manage the feelings that they have. And if they don't have people giving them those strategies, how do they grow? And again, that's very human teaching, and Adam and Caroline are great models of that. James: They were wonderful. So good, and it was the light touch that impressed me. Because I've worked with, as I say, school improvement offices. And the trick is not to push people down. It's to make them think twice about what they've done or how they could ask a question better. And their observations of the displays on the walls and just the language teachers and teaching assistants use has a profound effect. I do believe that inclusion is about the students look at the way their teachers behave. It's nothing to do with this pedagogy or the post. It's about how did they respond to me? How did they respond to the other person in the class? What's important to them? How do they talk? That's the inclusion that you teach. Empowering them to make the similar choices when they're older. Jon Eckert: That's well said. So our lightning round, I usually ask four or five questions that have relatively short answers. So first one, what's the worst advice you've ever received as an educator? James: Oh, as an educator? Worst advice. Jon Eckert: Oh, it could be as a human being if you want. James: Well, when I was young, my dad had many qualities and taught me many good things. But one of the worst things he said to me was, "Don't use your money, use theirs." So he would borrow money. And that got me off to a terrible start in life. And I learned through my own experience that it was better to use... Well, I was always using my own money. Jon Eckert: Yes. Yes, okay. James: But I could use it better. But bless him because he's no longer with us. But that was one piece. Jon Eckert: No, that's a tough start. James: Yeah. Jon Eckert: Thank you for that. What's the best advice you've received? James: The best advice, I think, was to go back to university. Jon Eckert: Okay. James: I dropped out of school to get engaged, because that's what you do when you're 19. And I was going to get married, but it didn't happen. And then I went to do a summer job, which lasted for 10 years. Jon Eckert: That's a long summer. James: But my blessed teacher, Michael Brampton, who gave me a love for painting, history of art, he kept on pestering me go back to university. I went back as a mature student and loved it. I think people should start degrees when they're near in the thirties because you appreciate it so much more. Jon Eckert: Yes. James: So that advice he gave me led to such a change in my life. Jon Eckert: Yes. Well, and then you went on to get a degree in art history, philosophy, then a master's in computer science. So you went all in. James: Yes. And that took me into education. And the time I went in, there weren't many teachers that were doing anything with computers. Jon Eckert: So as you get to see all this around the world, what's the biggest challenge that you see schools facing that you work with? James: I think it's manpower. Jon Eckert: Okay. James: I think there's a real manpower issue and belief that school can make a difference. I think one of the things that we believe in IFIP is that positive change is possible. And sometimes it's shocking going to schools. And if you do make people see that the positive change is possible, it transforms them. So advocacy, shared vision. And one of your colleagues was saying this morning, just changing the mantra can make a profound difference. Jon Eckert: Yeah. So what makes you the most optimistic as you get to see all the schools all around the world? James: Yeah. Well, I've just come back from Stockholm in Sweden, and I was really, really impressed by the school there. It was one of the best schools in Stockholm. It was a school that had in their entrance hall, you'd expect it to be very austere and you don't want to see any bad stuff in your entrance hall. But they had a table tennis table set up and they had a piece of found art or hanging above. And it was the whole sense of the school's about children started there, about young people. But in Sweden, it's all about sustainability. Everyone is expected to clear up after themselves, be mindful of other people, respectful. Even in the hotel where I stayed, I had to sort my rubbish in my room. It's that approach that starts from not just in school, across the board. Jon Eckert: Yeah. James: So that impressed me. Jon Eckert: Yeah, that's a beautiful example. One of my favorite schools outside of Nashville, Tennessee, they don't have custodians that clean up the building. They have 20 minutes at the end of the day where the students do all of the cleaning, including the bathrooms. Which you start to take care of stuff better when you're the one who has to clean it up. And the peer pressure to take care of it shifts a little bit. So it's a great word. All right, one other thing. Oh, best book that you've read last. James: Can I give you two books? Jon Eckert: Absolutely. James: I mean, I've got into fiction in a big way recently. So I use Audible, the app. Jon Eckert: Oh, yes. James: And I've been working through all kinds of classics that I never read properly. Just reread The Hobbit and Tom Sawyer. But I've gone through... The Name of the Rose stuck with me recently. I so enjoyed reading it. And I've just got into Robert Harris. He's written Conclave, which has just come out as a feature film. And a series of books called Imperium about Cicero and Oratory and how the Roman Empire was lost. But they aren't the books. Jon Eckert: I love that. Go ahead. James: But the two books, one is by an English specialist called Mary Myatt. And one of the really practical books that she wrote was The Curriculum: Gallimaufry to coherence. Gallimaufry is a word, I'm not sure if it's Gaelic, but it means a mess. So going from a mess to coherence. And that book is all about how it's important that children struggle. That learning only happens. We try to protect kids all the time that way. No, they should struggle. You imagine if everything's easy. And then she says this, if everything's easy, it's hard to learn. There's nothing to hold onto. There's no scratch marks. You need some of that. So Mary Myatt, that's a brilliant book. The other book is by Duncan Green called How Change Happens. And that's all about this idea of power. And he talks about power within, that's your self-confidence power with when you've got solidarity with people. Power to change things and then power over people. But it strikes me that as he shows in his book, where you've got instances where you've got the 'I Can' campaign in South Asia, all about women who were being violently treated by men, reclaiming their self-worth. It's like invisible power. Where does it come from? The change. You can't see any difference, but inside they've changed dramatically to stand up collectively against something. And that's what we need to do with students. Build that self-power inside. Jon Eckert: Great recommendations. And we talk a lot about struggling well and where that fuel comes from. And so, love that book by Mary Myatt. I'll have to get the spelling of that from you when we get off. My also favorite thing about that is I asked for one book recommendation and I wrote down at least seven. So, well done James. All right, well hey. We really appreciate you coming over. We look forward to potentially doing a convening where we get to bring great people together who want to work on serving each kid well in this way that benefits all of us. So hopefully that will happen sometime in the coming year. But really grateful for your partnership and a chance to go visit schools and have you on the podcast. James: Thank you so much. I really appreciate it. Thank you.  

The Ochelli Effect 2-14-2025 Open Mic Friday Night with B PeteWe offer you a constructive influence over the show. Call In 1(319)527-5016 and use your voice to change what we have to work with. Message Chuck on X.Is Chuck wrong to think we should actively make efforts to avoid repeating the exact talking points already heard on MSM?Want something different from standard Conservative vs. Liberal points on the news of the week or do you prefer to interface with rarely heard ideas or views? Would people listening be more likely to call in to the show if we moved through callers quickly.Also send some email and TWITTER X messages to B Pete Goddamnit! HEW LOVES DEBATE AND ARGUMENT, Chuck wants more Socratic method!The Co-Host WEBSITEhttp://www.bpete1969.com/TWITTER Xhttps://x.com/bpete1969FEDBOOKhttps://www.facebook.com/bpete1969Friday Night Open Mic NEEDS YOU! ALSOBe the EFFECT support OCHELLIhttps://ochelli.com/donate/

Send us a textIn this lesson, I speak to Stoicism expert Donald Robertson about how to apply the Socratic method. Discover the timeless wisdom of Socrates and his groundbreaking two-column technique—a simple yet profound method for improving critical thinking, questioning assumptions, and making better decisions. This ancient approach to self-improvement has inspired philosophers like Epictetus, Seneca, and Marcus Aurelius, and remains a powerful tool for modern personal growth.

The Ochelli Effect 2-7-2025 Open Mic Friday Night with B PeteWe offer you a constructive influence over the show. Call In 1(319)527-5016 and use your voice to change what we have to work with. Message Chuckor B Pete on X.Is Chuck wrong to think we should actively make efforts to avoid repeating the exact talking points already heard on MSM?Want something different from standard Conservative vs. Liberal points on the news of the week or do you prefer to interface with rarely heard ideas or views? Would people listening be more likely to call in to the show if we moved through callers quickly.USAID is 1.2 - 1.5 percent of what the Gov spends yearly. 4 Trillion Budget and the immediate need was to handle 50 Billion? That's a step up since last week the worry over 50 Million in Condoms might be turned into Bombs was a priority. Has anyone looked in on the still disgraceful level of care way to many veterans get after damaging their Bodies and Souls serving the country, and the waste and fraud that eats atr that budget which in it's best days doesn't respect the wounds and collateral damage to the families of way too many defenders of the madness that was once America?Don't just send Chuck another e-mail calling him a "worse than Manu Lib-Tard" and intentionally calling B Pete "Repeat 1984" and speculating that his co-host and one particular caller have pictures on a burner phone that would get Mrs.O to divorce him and get him to inform his neighbors that he is registered on a website that makes property values dip (See we READ your e-mails Mitch!) and that'd he let's them run on even longer than he spouts "Barack Hussein Obama II's MKULTRA propaganda" under threat of blackmail (See We didn't leave you out either Dimitry) because his "Balls and Brain are weaker than his shitty eyesight", and he is also not doing a "Kaitlyn Jenner meets Stacey Abrams" (Whatever The Hell that means). Also Putin, The Kremlin and Russian orthodox church do indeed financially support a Motorcycle gang, Just FYI.send Guest Ideas. Suggest and anytime find contacts for groups and organizations you'd like to hear on the show and about. Also send some email and TWITTER X messages to B Pete Goddamnit! HEW LOVES DEBATE AND ARGUMENT, Chuck wants more Socratic method!The Co-Host WEBSITEhttp://www.bpete1969.com/TWITTER Xhttps://x.com/bpete1969FEDBOOKhttps://www.facebook.com/bpete1969Friday Night Open Mic NEEDS YOU! ALSOBe the EFFECT support OCHELLIhttps://ochelli.com/donate/

I dig into my archives to unpack the one-on-one, immersive theatre piece that I saw online back in 2021 called TM that used a Socratic dialectic to interrogate you as you're going through a process of joining an imaginary cult. I spoke with Ontroerend Goed's artistic director Alexander Devriendt to get a lot more context for how he designs immersive theatre productions for folks who typically don't like immersive theatre. This is a listener-supported podcast through the Voices of VR Patreon. Music: Fatality

Immanuel Kant was popular at his death. The whole town emptied out to see him. His last words were "it is good". But was his philosophy any good? In order to find out, we dive into Chapter 7 of Conjectures and Refutations: Kant's Critique and Cosmology, where Popper rescues Kant's reputation from the clutches of the dastardly German Idealists. We discuss Deontology vs consquentialism vs virtue ethics Kant's Categorical Imperative Kant's contributions to cosmology and politics Kant as a defender of the enlightenment Romanticism vs (German) idealism vs critical rationalism Kant's cosmology and cosmogony Kant's antimony and his proofs that the universe is both finite and infinite in time Kant's Copernican revolution and transcendental idealism Kant's morality Why Popper admired Kant so much, and why he compares him to Socrates Quotes Enlightenment is man's emergence from his self-imposed immaturity. Immaturity is the inability to use one's understanding without guidance from another. This immaturity is self-imposed when its cause lies not in lack of understanding, but in lack of resolve and courage to use it without guidance from another. Sapere Aude! "Have courage to use your own understanding!" --that is the motto of enlightenment. - An Answer to the Question: What is Enlightenment? (Translated by Ted Humphrey, Hackett Publishing, 1992) (Alternate translation from Popper: Enlightenment is the emancipation of man from a state of self-imposed tutelage . . . of incapacity to use his own intelligence without external guidance. Such a state of tutelage I call ‘self-imposed' if it is due, not to lack of intelligence, but to lack of courage or determination to use one's own intelligence without the help of a leader. Sapere aude! Dare to use your own intelligence! This is the battle-cry of the Enlightenment.) - C&R, Chap 6 What lesson did Kant draw from these bewildering antinomies? He concluded that our ideas of space and time are inapplicable to the universe as a whole. We can, of course, apply the ideas of space and time to ordinary physical things and physical events. But space and time themselves are neither things nor events: they cannot even be observed: they are more elusive. They are a kind of framework for things and events: something like a system of pigeon-holes, or a filing system, for observations. Space and time are not part of the real empir- ical world of things and events, but rather part of our mental outfit, our apparatus for grasping this world. Their proper use is as instruments of observation: in observing any event we locate it, as a rule, immediately and intuitively in an order of space and time. Thus space and time may be described as a frame of reference which is not based upon experience but intuitively used in experience, and properly applicable to experience. This is why we get into trouble if we misapply the ideas of space and time by using them in a field which transcends all possible experience—as we did in our two proofs about the universe as a whole. ... To the view which I have just outlined Kant chose to give the ugly and doubly misleading name ‘Transcendental Idealism'. He soon regretted this choice, for it made people believe that he was an idealist in the sense of denying the reality of physical things: that he declared physical things to be mere ideas. Kant hastened to explain that he had only denied that space and time are empirical and real — empirical and real in the sense in which physical things and events are empirical and real. But in vain did he protest. His difficult style sealed his fate: he was to be revered as the father of German Idealism. I suggest that it is time to put this right. - C&R, Chap 6 Kant believed in the Enlightenment. He was its last great defender. I realize that this is not the usual view. While I see Kant as the defender of the Enlightenment, he is more often taken as the founder of the school which destroyed it—of the Romantic School of Fichte, Schelling, and Hegel. I contend that these two interpretations are incompatible. Fichte, and later Hegel, tried to appropriate Kant as the founder of their school. But Kant lived long enough to reject the persistent advances of Fichte, who proclaimed himself Kant's successor and heir. In A Public Declaration Concerning Fichte, which is too little known, Kant wrote: ‘May God protect us from our friends. . . . For there are fraudulent and perfidious so-called friends who are scheming for our ruin while speaking the language of good-will.' - C&R, Chap 6 As Kant puts it, Copernicus, finding that no progress was being made with the theory of the revolving heavens, broke the deadlock by turning the tables, as it were: he assumed that it is not the heavens which revolve while we the observers stand still, but that we the observers revolve while the heavens stand still. In a similar way, Kant says, the problem of scientific knowledge is to be solved — the problem how an exact science, such as Newtonian theory, is possible, and how it could ever have been found. We must give up the view that we are passive observers, waiting for nature to impress its regularity upon us. Instead we must adopt the view that in digesting our sense-data we actively impress the order and the laws of our intellect upon them. Our cosmos bears the imprint of our minds. - C&R, Chap 6 From Kant the cosmologist, the philosopher of knowledge and of science, I now turn to Kant the moralist. I do not know whether it has been noticed before that the fundamental idea of Kant's ethics amounts to another Copernican Revolution, analogous in every respect to the one I have described. For Kant makes man the lawgiver of morality just as he makes him the lawgiver of nature. And in doing so he gives back to man his central place both in his moral and in his physical universe. Kant humanized ethics, as he had humanized science. ... Kant's Copernican Revolution in the field of ethics is contained in his doctrine of autonomy—the doctrine that we cannot accept the command of an authority, however exalted, as the ultimate basis of ethics. For whenever we are faced with a command by an authority, it is our responsibility to judge whether this command is moral or immoral. The authority may have power to enforce its commands, and we may be powerless to resist. But unless we are physically prevented from choosing the responsibility remains ours. It is our decision whether to obey a command, whether to accept authority. - C&R, Chap 6 Stepping back further to get a still more distant view of Kant's historical role, we may compare him with Socrates. Both were accused of perverting the state religion, and of corrupting the minds of the young. Both denied the charge; and both stood up for freedom of thought. Freedom meant more to them than absence of constraint; it was for both a way of life. ... To this Socratic idea of self-sufficiency, which forms part of our western heritage, Kant has given a new meaning in the fields of both knowledge and morals. And he has added to it further the idea of a community of free men—of all men. For he has shown that every man is free; not because he is born free, but because he is born with the burden of responsibility for free decision. - C&R, Chap 6 Socials Follow us on Twitter at @IncrementsPod, @BennyChugg, @VadenMasrani Come join our discord server! DM us on twitter or send us an email to get a supersecret link Become a patreon subscriber here (https://www.patreon.com/Increments). Or give us one-time cash donations to help cover our lack of cash donations here (https://ko-fi.com/increments). Click dem like buttons on youtube (https://www.youtube.com/channel/UC_4wZzQyoW4s4ZuE4FY9DQQ) Follow the Kantian Imperative: Stop masturbating and/or/while getting your hair cut, and start sending emails over to incrementspodcast@gmail.com.

Go to www.LearningLeader.com for full show notes. The Learning Leader Show With Ryan Hawk This is brought to you by Insight Global. If you need to hire 1 person, hire a team of people, or transform your business through Talent or Technical Services, Insight Global's team of 30,000 people around the world have the hustle and grit to deliver. My Guest: Mike Maples Jr is a co-founding Partner at Floodgate. He has been on the Forbes Midas List eight times in the last decade and was recently profiled by Harvard Business School for his lifetime contributions to entrepreneurship. Some of his early investments include: Twitter, DemandForce, Twitch, and Applied Intuition. Mike is also the bestselling author of Pattern Breakers: Why Some Start-Ups Change the Future. Notes   Chance favors the prepared mind. We are all visited by luck, but most of us don't answer the door. We need to become a professional noticer. That is Mike's favorite verb. Noticing. Most people don't have prepared minds. Be intentional about noticing the world around you and being prepared for when luck visits you. Mike's dad died 7 days before we recorded. “He was a mentor, a friend, and one of the greatest inspirations of my life.” His advice: Do your best. There's only one of you. Decide what to do with your gift of time, be intentional. Have gratitude for your time. Make the most of it. Don't waste it trying to be someone else. Focus - Fishing competition when Mike was 5 or 6. Let's find a good spot and stay there the entire time. While everyone else moved constantly, Mike and his dad stayed in their spot, caught a big carp, and won. Bill Gates begged Mike's dad to “be the adult in the room” at Microsoft. Mike Sr would say to the people he led at Microsoft, "I want to know that you're thinking about what you're doing." He used a Socratic method. He was not prescriptive. Be proactive. Have an intentional strategy. Be intentional. Jonathan Livingston Seagull - The biggest limits in the world are the limits of your mind, your imagination, and your actions– not the limits of the world itself. Have to get over that voice in your head that says, “You're not good enough.” We get told to be realistic or stay within the lines. Everybody is figuring it out as they go. Everyone is “winging it.” Only by being radically different can you make a radical difference. Great founders are like Patrick Mahomes and Steph Curry. You don't know how they're going to score, but you know they will. Practice Reckless Optimism – The world is built by Optimists. You need to be FOR something. Bet ON something, not against it. Mike sees himself as a co-conspirator more than an investor. There can't be a recipe for a breakthrough because by definition breakthroughs haven't happened yet. “Chance favors the prepared mind.” We are all visited by luck but most don't answer the door. Chris Rock - Forming unexpected connections. Sam Beskind (Stanford basketball player where he played for Rob Ehsan) - Time management strategy. Stanford coaches had a one-pager with 3 keys to winning. Not 20. 3. If you have 20 keys, you have none. Nobody can remember all that. Life/Career Advice: Internalize what it means to do your best. Gratitude for your time. Avoid the trap of mimetic desire. The “T” of knowledge. Charlie Munger. Try to know what the best ideas that have ever existed in a wide range of fields. Then choose one field to know about more than anyone else in the world. Have one area where you are fanatically obsessed. For Mike, that's startups.

Michael Strong has spent decades quietly revolutionizing education by designing innovative schools and programs built around agency, critical thinking, entrepreneurship and creativity. He is the founder and CEO of The Socratic Experience, a virtual school that equips students for lifelong happiness and success through Socratic dialogue. Alongside his work in the US, he has educational consulting experience in multiple developing nations. And… he's a fellow Minnesotan! Michael joins the show to discuss whether Socratic education can scale, the benefits of the Mormon model, why high agency is the default, and MUCH more! I hope you enjoy this conversation as much as I did. For the full transcript, episode takeaways, and bucketloads of other goodies designed to make you go, “Hmm, that's interesting!”, check out our Substack. Important Links: Michael's Substack Twitter The Socratic Experience Show Notes: One book a night and mental chess - a Minnesotan childhood. Can Socratic education scale? Are we entrenching a new elite? Why high agency is the default Creating new subcultures & the benefits of the Mormon model Experimenting our way to prosperity Tearing down the citadel, secret censorship & claiming the moral high ground Prediction markets & why we should be betting on our reputation The heroic tradition of reason Michael as World Emperor MORE! Books Mentioned: Dr. Semmelweis vs. the World (Infinite Loops Substack) Ignore. Fight. Ridicule (Infinite Loops Substack) The Habit of Thought: From Socratic Seminars to Socratic Practice; by Michael Strong Be the Solution: How Entrepreneurs and Conscious Capitalists Can Solve All the World's Problems; by Michael Strong and John Mackey The Case Against Adolescence: Rediscovering the Adult in Every Teen; by Robert Epstein The Status Game: On Human Life and How to Play It; by Will Storr The New Inquisition: Irrational Rationalism and the Citadel of Science; by Robert Anton Wilson Hierarchy in the Forest: The Evolution of Egalitarian Behavior; by Christopher Boehm Collective Illusions: Conformity, Complicity, and the Science of Why We Make Bad Decisions; by Todd Rose Can Gambling Save Science? Encouraging an Honest Consensus; by Robin Hanson Skin in the Game: Hidden Asymmetries in Daily Life; by Nassim Nicholas Taleb Hothouse Earth: An Inhabitant's Guide; by Bill McGuire Think in Bets: Making Smarter Decisions When You Don't Have All the Facts; by Annie Duke The Ultimate Resource; by Julian L. Simon Keep Your Identity Small; by Paul Graham

What if the path to true growth begins with admitting how little you actually know? The teachings of the ancient Greek philosopher Socrates tells us to use questions to expose holes in conventional thinking. If you enjoy learning about psychology, self-development, and the inner workings behind success, you'll discover proven wisdom from ancient Greece on getting out of your own way. Hear unique Socratic tactics for: Questioning assumptions Overcoming knowledge bias Admitting what you don't know. Learn more about the psychology of Stoicism, critical thinking, and the inner workings of progress. Socrates is the master at helping us live more thoughtfully and discover our own blindspots. Upgrade to Premium:

If it were up to Agnes Callard, she would be having a lot more philosophical encounters in her life. But conversational norms lean towards agreeability, surface-level interactions, and, in some contexts, a polarizing battlefield of ideologies that is near impossible to penetrate. Her preference is for the Socratic Method of inquiry that requires participants to embody specific roles (believing truths vs avoiding falsehoods), with specific rules to follow, and committing to the possibility of having one's beliefs or skepticism radically transformed. This allows for the prospect of overcoming blind spots and co-creating knowledge in a collaborative fashion where one thinks with someone rather than thinking for someone. Socratic inquiry doesn't just happen, so Callard wrote a book called Open Socrates: The Case for a Philosophical Life explaining the process in great detail. She even created an entirely new ethical framework arguing that striving for knowledge is a moral imperative per Socrates' aphorism "the unexamined life is not worth living." Callard argues in her book that while achieving knowledge requires following the two rules of believing truths and avoiding falsehoods, it's impossible for one person to follow both rules simultaneously. To do so requires a collaborative and dialectical process like the Socratic Method. She cites William James' 1896 The Will to Believe as the source of the insight that believing truths and avoiding falsehoods are apparently two different mutually-exclusive algorithms: We must know the truth; and we must avoiderror,—these are our first and great commandments as would-be knowers; but they are not two ways of stating an identical commandment, they are two separable laws. James, W. (1907). The Will to Believe and Other Essays in Popular Philosophy. page 17. Longmans Green and Co. For a quick 5-minute overview on why believing truths and avoiding falsehoods are two separate algorithms requiring a dialectical process, check out this short 5-minute video where Callard explains the crux of the Socratic Method: https://www.youtube.com/watch?v=6yjjYq-Z-z0 It's not immediately obvious to me that the path towards knowledge requires believing truths and avoiding falsehoods, or that it would be impossible for one person to commit to both. If Callard is right, the path towards knowledge requires a collaborative and deliberative process similar to the path towards justice where the prosecution prosecutes the guilty and the defense acquits the innocent. Once again, a lawyer cannot represent both sides, however, in this instance, the debate is mediated by a judge with an independent jury deciding the verdict. Callard contends that pure Socratic Inquiry needs no moderator as long as both parties are open-minded enough to have their blind spots challenged and potentially be radically transformed. What it does require is a good faith commitment to work collaboratively with a certain amount of epistemic humility. This underlying dialectical nature of knowledge applies in many and varied contexts, especially around conversations focusing on "What is Truth?" or "What is Reality?" Close listeners to the Voices of VR podcast have heard me mention this tension between "believing truths" vs "avoiding falsehoods" in at least a dozen podcasts going back to November 2019 (#846, 860, 912, 927, 932, 959, 971, 1055, 1092, 1144, 1147, & 1353). Dialectical polarities are a core pillar of my experiential design framework, and I've been seeing more immersive stories and experiences use the principles of the Socratic Method as a core mechanic. See my interviews about Horizon (one-on-one Socratic dialogue with an immersive theatre actor within a speculative futures context), Mandala (group Socratic dialectic about philosophical ideas), and The Collider (asymmetrical two-person experience about power and boundaries where one person embodies power-over dynamics with the other embodying power-unde...

To begin our history of revolutionary ideas in earnest, David talks to the philosopher Agnes Callard about Socrates, the philosopher who changed – and can still change – everything. Just what is so radical about the Socratic method? How does it open up new ways of thinking about the meaning of life? Can anyone do it? And where does it leave 2000+ years of intervening philosophy? Out tomorrow on PPF+: the second part of David's conversation with Agnes Callard about Socrates, exploring politics, AI, therapy and death. Sign up now for £5 per month or £50 for a whole year to get this and all our bonus episodes plus ad-free listening https://www.ppfideas.com/join-ppf-plus Open Socrates: The Case for a Philosophical Life by Agnes Callard is available now https://bit.ly/4h0pZmg Next up in The History of Revolutionary Ideas: Christianity w/Tom Holland Past Present Future is part of the Airwave Podcast Network Learn more about your ad choices. Visit megaphone.fm/adchoices

In this engaging episode of Shark Theory, host Baylor Barbee shares a personal and uplifting story inspired by his latest book, "No One Prays for the Lion." Barbee explores the concept of the lion and the gazelle, a metaphor for understanding one's role and challenges at the top, and he shares a touching moment when a group of fifth-grade gifted students relate to his work. This episode dives into the essence of finding confidence and embracing your unique strengths. Baylor Barbee discusses the journey of writing his book and the compelling premise that society often overlooks the struggles of those perceived to be at the top, much like how no one cheers for the lion in a hunt. He highlights the profound insights of fifth-grade students who participated in a Socratic seminar, discussing their experiences as part of a gifted program, drawing parallels to the life of a lion. This narrative underscores the importance of recognizing one's unique abilities and challenges, regardless of age or societal status. Key Takeaways: Understanding the Lion's Role: Society often roots for the underdog, overlooking the struggles of leaders or those at the top. Lions at Any Age: Individuals of any age can be leaders and exhibit the strengths of a lion, based on their unique talents. Recognizing Unique Strengths: Emphasizing self-awareness of one's distinct capabilities is crucial for personal success. Empowerment Through Recognition: Recognizing and respecting our own abilities and those of others can lead to personal and communal growth. Inspiration from the Young: Young students' fresh perspectives can offer powerful insights into handling life's challenges effectively. Notable Quotes: "Even if not one person bought this new book, I would consider it a success." "A lion has nothing to do with your age, has everything with your ability to understand there is something special about me." "No one cheers for us because they think that everyone can do the same thing, but they can't." "In 2025 and going forward, I can't worry about the inadequacies. I have to understand that I have something unique to offer the world." "Let's have a great day and a great weekend with Shark Theory." Resources: Baylor Barbee's Book Pre-order: baylorbarbee.com

In the first programme of the New Year Adam Rutherford follows two possible guides to a more fulfilled life – Socrates and optimism – but asks whether either has any answers to dealing with racism. The philosopher Agnes Callard proposes the questioning Socratic method in Open Socrates: The Case for a Philosophical Life. She shows that this ancient method offers a new ethics to live by, from answering questions about identity and inequality, to helping us love and die well. But to truly flourish we also need a huge dose of optimism, according to the science writer Sumit Paul-Choudhury. In The Bright Side he argues that being optimistic is not only central to the human psyche, but plays a crucial role in overcoming the challenges of the twenty-first century.The social psychologist Keon West is more sceptical. In his new book The Science of Racism, he challenges those – a reputed half of the population – who think that racism doesn't exist. He goes back to the data and research to reveal the extent and prevalence of racist behaviour, and the repeated inadequacy of attempts to address it.Producer: Katy Hickman

In this episode, I reflect on Meditation 3.3 from Marcus Aurelius' Meditations, exploring its central themes: the inevitability of death, the futility of fearing it, and the Stoic imperative to live well while we can. Marcus reminds us that even the most accomplished and revered figures—be they healers, conquerors, or philosophers—ultimately succumb to mortality. Their stories serve as a humbling reminder of our shared fate and an encouragement to prioritize virtue over fame, power, or fear. Key Takeaways: Mortality as a Universal Truth: From Hippocrates, the renowned healer, to Alexander the Great, a world conqueror, and even pre-Socratic philosophers like Heraclitus and Democritus, death claims everyone regardless of their accomplishments, intellect, or virtue. The Two Reasons to Remember Mortality: (1) It motivates us to cherish the time we have and use it wisely, both for personal growth and to nurture meaningful relationships. (2) It grounds us in the natural order, reminding us that we are part of Nature and subject to its laws. Why Immortality Isn't the Goal: The aim of life isn't to avoid death but to live virtuously. A good life is defined by our choices and actions in the present, not by the number of years we accumulate. Marcus' Reassurance About Death: Marcus suggests that death leads to one of two outcomes: either we transition to another life governed by reason, or we enter a state of eternal rest free from pain and struggle. Both are nothing to fear. Living in Accord with Nature: Death, like all aspects of life, is part of the rational order of the Cosmos. By accepting it as natural, we can focus on fulfilling our purpose—striving for virtue and contributing to the Cosmopolis. “Hippocrates, after curing many sicknesses, himself fell sick and died. The Chaldean astrologers foretold the death of many persons, then the hour of fate overtook them also. Alexander, Pompeius, and Julius Caesar, after so often utterly destroying whole towns and slaying in the field many myriads of horse and foot, themselves also one day departed from life. Heraclitus, after many speculations about the fire which should consume the Universe, was waterlogged by dropsy, poulticed himself with cow-dung and died. Vermin killed Democritus; another kind of vermin Socrates. What is the moral? You went on board, you set sail, you have made the port. Step ashore: if to a second life, nothing is void of gods, not even in that other world; but if to unconsciousness, you will cease to suffer pains and pleasures and to be the servant of an earthly vessel as far inferior as that which does it service is superior; for the one is mind and deity, the other clay and gore.” - Meditations 3.3 -- Go ad-free : https://stoicismpod.com/members Join the Discord Community : https://stoicismpod.com/discord Follow the print publication : https://stoicismpod.com/print Take my free courses : https://stoicismpod.com/courses Order my book : https://stoicismpod.com/book Source Text : https://stoicismpod.com/far Follow me on BlueSky: https://bsky.app/profile/tannerocampbell.bsky.social Follow me on YouTube: https://youtube.com/@stoicismpod Learn more about your ad choices. Visit megaphone.fm/adchoices