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[music playing]

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- Thanks very much.
It's great to be here today

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and I'm really looking forward
to another talk

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in the Summer Series.

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A quick show of hands,
how many of you have been

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to at least one other
Summer Series talk?

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All right.

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If you've been to two,
keep them up.

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Three?

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Oh, we got
some good veterans here.

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Okay, let's go up to five.

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How about 20?
[laughter]

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Here's a clue,
there haven't been 20 talks yet.

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So you can't--
anyway, I--I'm really glad

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and--and I think those of you
who have been

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to several of these
will agree

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that these just keep
getting better

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and there's a body of knowledge
coming out of these

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that's--that's really
interesting and inspiring

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to all of us.

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And you may know that
here at Ames,

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we embrace diversity.
We embrace, um, innovation,

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and we are looking for
the subject matter

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in these talks and the series
and in the way we do our work

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to really inspire that.

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And I think that you're, uh,
going to see that we've--

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we're going to be exploring
some new territory today

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in a fascinating talk
given by Dr. Temple Grandin

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um, on the subject of
helping different kinds of minds

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solve problems.

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Dr. Grandin has
a bachelor's degree

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from Franklin Pierce College,
also a master's at Arizona State

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and a PhD from
the University of Illinois,

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and is currently a professor
of animal science

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at Colorado State University.

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The, uh, she's also the, uh,
creator of an award-winning film

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and is an author that--
of an acclaimed book.

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And I think that is available
outside for those of you

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interested in--in reading more
about that.

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Um, Dr. Grandin will be
describing different methods

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of thinking in pursuit of
fostering better communication.

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And I'm really looking forward
to this subject,

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and I think that
we'll all find it an inspiration

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so welcome, again, to all of you
and let's give

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a good round of applause and
welcome to Dr. Temple Grandin.

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[applause]

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- It's really great
to be here today,

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got a lot of things
to talk about.

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Sorry, I'm just
getting over a cold.

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So I hope I don't
get too hoarse.

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I'm--think I'll have to give a
little background about myself.

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I was one of the kind of kids
that didn't do well in school.

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And one of the things
that really turned me around

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was a super good
science teacher,

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and he actually was
a NASA space scientist

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who worked on spacesuits,
a Mr. Bill Carlock.

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Um, he was not
an accredited teacher.

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You know,
you don't need to do

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all the
school bureaucracy stuff.

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And he showed me all kinds
of interesting projects

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and got me
interested in studying.

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I can't emphasize enough
the importance of showing kids

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interesting things.

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And you do a lot
of interesting things here.

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You need to start putting up
a whole bunch of YouTube videos.

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Okay, I just talked
to this guy here,

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and, um, he, uh,
does computer graphics

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over the airplane wing.
That's cool stuff.

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Let's make a YouTube video
just out of that

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because you got a lot
of cool stuff,

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but it's hard to navigate
the webpage.

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You know, just put it up
as, um, as YouTube videos,

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a lot of key words
so people can find it.

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'Cause I travel
all around the country,

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and there's a lot of kids
in a lot of different places

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that get labeled out
ADHD or autistic or whatever.

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Well, you know, the geeks
and the nerds come here.

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And the problem we've got with
the autism diagnosis is it goes

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all the way from a lot of
scientists here at NASA

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and to people at Google
and other companies

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to somebody
who can't dress themselves.

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All has
the same label.

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I just read a recent paper that
a little bit of autism genetics

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is linked to intelligence.

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You see, things are not
all so simple.

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If you got rid
of all the autism genes,

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we'd still be in caves,
because who do you think

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made the first stone spear?

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[laughter]

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Now, it's been
very interesting for me

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learning how my mind
is different.

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When I was young,
I used to think

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everybody thought in pictures
the same way I think.

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I just assumed that everybody
thinks the same way.

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Now if we
have an understanding

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of how different kinds
of minds think,

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I'm going to show you
how they can work together.

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'Cause to have good projects,
you need to have

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different ways of thinking.

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But the first thing
you have to understand is,

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yeah, some people
do think different.

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Let's look at some
of the common conflicts.

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The techies hate the suits.
[laughter]

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Oh, that's a big one,
and I can tell you

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I'm not big
on the suits either.

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But there is a point
when maybe you do need

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a few suits
to keep things organized

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'cause maybe the techies
aren't all that organized.

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The people in the field
think the academics are stupid.

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Well, you need to have both.

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Then you get into--
some scientists say if you don't

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do a controlled experiment,
you--that's animal science

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we're taught if you don't have
a controlled experiment,

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you don't have science,
and I used to say

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to my professor,
well what's astronomy then?

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[laughter]

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And then, the artists don't
get along with the accountants.

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They can't stand each other.

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And then in my field,
you got the ethologists,

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who study the animal
in the natural environment,

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versus the behaviorists,
put the rat in a Skinner box.

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Put him on a variable
reinforcement schedule,

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and you've got
a slot machine in Vegas.

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That's how those work.

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And I don't play slot machines.
I can't think

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of something more stupid than
being a rat in a Skinner box.

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[laughter]

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Not a very smart thing to do.

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Okay, some of the conflicts
we have are silly.

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If you work for the digital
U.S. Government Digital Service,

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do you have to
wear a tie?

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No, you don't,
but maybe

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a totally ripped up,
um, t-shirt

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with a bunch of bad words on it
probably would be

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a good idea
not to wear that.

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You know, we fight,
what is science?

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Well one of the things
that's a big part of science

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is observation.

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Think of Pluto trip.
You go out there to explore.

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Exploring is
a basic human value.

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You know, three-year-olds
at the airport explore.

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I get lots of time
to watch people in the airports.

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I mean, a three-year-old
will find that tensolator rope,

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you know, those little posts,
that little tape that goes

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between them,
really interesting,

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unfasten them,
just pull back and forth.

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You know,
a three-year-old will think

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that's just wonderful.

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That is exploration.
It's a basic thing.

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And there's lot of fields
where you have to observe first.

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I've often wondered
what's the control

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for the Hubble Space Telescope?

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Maybe you point it
at the ground?

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Maybe it was
a spy satellite originally,

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so maybe it has a control.
I don't know.

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Okay, I learned my thinking
was different

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when I started asking people
about how they think.

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And I asked
a speech therapist one time,

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"Think about
a church steeple.

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How does it come
into your mind?"

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And she goes,
"Pointy thing."

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I go, "Pointy thing"?

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I have no pointy thing
in my mind.

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I only have specifics
because my concept

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is based on a whole bunch
of different church steeples.

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Then I can classify them,
cathedral versus chapels.

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Now this is probably the
most important slide I've got.

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And I've got to have
a drink of water

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before I can
explain this slide.

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I am a photo realistic
visual thinker.

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Everything I think about
is a picture,

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an object visualizer.

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Couldn't do algebra.

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I'm seeing a lot of smart kids
that can't do algebra,

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and the mistake that's
being made is

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they're not letting them
go on to geometry and trig.

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Because there are students
that can't do algebra

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that can do geometry,
trig, and calculus,

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that have been in
physics departments,

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that have not graduated
from high school.

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Then you have
the pattern thinker.

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This is your engineers,
the people that figure out

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the trajectory of the orbits,
things of this sort.

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They think in patterns.

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These little kids
often have trouble with reading.

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Then you have
the verbal thinker.

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Then you have some people that
learn so much better auditory.

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You know, they're--they're
auditory thinker.

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And these
different kinds of minds

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can complement each other.

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Now what are some
of the characteristics

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of visual thinking?

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And even some
of the pattern thinking?

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It's bottom up,
not top down.

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Concepts are made
of specific examples

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put in categories.

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That's how I think.

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Also, as a visual thinker,
I notice little details.

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It's also sensory based.
It's not word based.

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Also, a lot of people
that get labeled

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with autism and dyslexia,
and other things like this,

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it's associative,
not linear.

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So it tends to be
very creative kind of thinking.

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And in the very first work
I did with with cattle,

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I noticed the animals
would be afraid

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of a lot
of little visual things.

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Like, there'd be a car
parked next to a facility.

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There'd be
a little piece of plastic

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or a little piece of string.

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[coughs]

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Some little thing that
most people don't notice,

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and you get rid
of those distractions,

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then the animals
walk right through the facility,

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so looking
at visual detail.

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Think about cattle out there
in their natural environment,

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back when they
were oryx.

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That's the ancestors
of cattle.

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Okay, eyes on the side
of their head, they graze.

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They can look all around
for something

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that might eat them.

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So they're very aware
of little visual change.

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Okay, how many people here
saw that that animal's

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locked onto that sunbeam
like radar?

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How many people saw it?

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Oh, we're doing horrible here.
[laughter]

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You know who
does really well on this?

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Children.

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I show this slide--
same exact slide to children,

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10- and 12-year-olds
in 4-H and FFA, you know,

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showing their animals,
and maybe a third of them

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will raise their hands.

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Children tend
to see it better

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because they tend
to be more visual thinkers.

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Look at how they--
horse and the zebra

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have an ear on each other,

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and then the other ear
is pointed at me.

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Try to train people.
Be better observers,

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observer of detail.

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Lots of scientific discoveries
are serendipity.

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Did you know that Viagra
was an accidental finding?

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[laughter]

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And that
major classes of drugs

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like antidepressants
and mood stabilizers

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were accidental discoveries?

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Lithium was originally
a salt substitute.

246
00:10:53,233 --> 00:10:55,366
Then they found out
it had a weird side effect.

247
00:10:55,366 --> 00:10:56,400
[laughter]

248
00:10:56,400 --> 00:10:59,400
That's how
it was discovered.

249
00:10:59,400 --> 00:11:01,666
And how did they figure out
what Viagra did?

250
00:11:01,666 --> 00:11:03,266
Well, the guys didn't
want to give

251
00:11:03,266 --> 00:11:05,866
the experimental
heart medicine back.

252
00:11:05,866 --> 00:11:07,300
And that's how
that was discovered.

253
00:11:07,300 --> 00:11:10,000
I'm serious.
[laughter]

254
00:11:10,000 --> 00:11:15,200
That's serendipity because
a scientist asked a question.

255
00:11:15,200 --> 00:11:18,233
And I always get asked about
getting afraid of slaughter,

256
00:11:18,233 --> 00:11:20,133
and I'm not gonna show
any slaughter pictures.

257
00:11:20,133 --> 00:11:21,700
But if you actually want to
figure out

258
00:11:21,700 --> 00:11:23,900
how some of these things work,
and some things I've designed,

259
00:11:23,900 --> 00:11:25,100
you can go look up

260
00:11:25,100 --> 00:11:28,166
"beef plant video tour
with Temple Grandin."

261
00:11:28,166 --> 00:11:32,766
And NASA needs to be getting
a lot more video lessons

262
00:11:32,766 --> 00:11:36,366
put up online that teachers
like in Louisiana

263
00:11:36,366 --> 00:11:39,933
and other low-income areas
can look up and find

264
00:11:39,933 --> 00:11:43,766
a really interesting thing on
airflow over the airplane wing

265
00:11:43,766 --> 00:11:45,233
from the guy that was told
to get back

266
00:11:45,233 --> 00:11:47,600
in a further back row.

267
00:11:47,600 --> 00:11:50,833
And I said,
"I want to talk to this guy."

268
00:11:50,833 --> 00:11:52,500
He wanted to sit up
closer to me.

269
00:11:52,500 --> 00:11:54,900
Well, I think
he's got something interesting,

270
00:11:54,900 --> 00:11:57,566
and how do we get
through all the bureaucrats

271
00:11:57,566 --> 00:12:00,600
to get these videos up there?

272
00:12:00,600 --> 00:12:02,933
I remember
President Kennedy's speech.

273
00:12:02,933 --> 00:12:06,133
I was really inspired by that.
I'm a child of the '50s.

274
00:12:06,133 --> 00:12:08,466
I worshipped the astronauts.

275
00:12:08,466 --> 00:12:10,233
You know,
and it really upsets me,

276
00:12:10,233 --> 00:12:13,200
you know, things are--
you know, running out of money.

277
00:12:13,200 --> 00:12:16,600
You know,
exploration's really important.

278
00:12:16,600 --> 00:12:18,733
I'm glad the "New York Times"
put, um,

279
00:12:18,733 --> 00:12:21,500
Pluto on the--
on the front page,

280
00:12:21,500 --> 00:12:23,266
but I get
this little science magazine

281
00:12:23,266 --> 00:12:26,300
called "Science News."
It makes me very upset to see

282
00:12:26,300 --> 00:12:28,466
hearing aid ads all over it.

283
00:12:28,466 --> 00:12:31,166
You mean only old people
read "Science News"?

284
00:12:31,166 --> 00:12:32,300
[laughter]

285
00:12:32,300 --> 00:12:33,733
It's a wonderful little
magazine.

286
00:12:33,733 --> 00:12:35,933
It ought to be in every
elementary school library

287
00:12:35,933 --> 00:12:38,333
and high school library.

288
00:12:38,333 --> 00:12:39,533
You know,
we gotta get young people

289
00:12:39,533 --> 00:12:42,366
interested in science.

290
00:12:42,366 --> 00:12:45,200
Now, give you some more
insight into visual thinking.

291
00:12:45,200 --> 00:12:47,466
It's really important
to train cattle

292
00:12:47,466 --> 00:12:49,133
to handle both
to a man on a horse

293
00:12:49,133 --> 00:12:51,866
and a man on foot,
because think about it.

294
00:12:51,866 --> 00:12:54,733
A man on a horse
is a different picture

295
00:12:54,733 --> 00:12:58,600
than a man on foot.

296
00:12:58,600 --> 00:13:01,833
They're very specific
in how they think.

297
00:13:01,833 --> 00:13:04,966
Got to train them
to both.

298
00:13:04,966 --> 00:13:07,300
There's one
of my facilities.

299
00:13:07,300 --> 00:13:10,166
And when--I could
test-run equipment in my head.

300
00:13:10,166 --> 00:13:12,066
I thought everybody
could test-run equipment

301
00:13:12,066 --> 00:13:13,400
in their head.

302
00:13:13,400 --> 00:13:15,133
I had a chance to go
into one of the labs,

303
00:13:15,133 --> 00:13:17,666
and I saw, you know,
mouse cage.

304
00:13:17,666 --> 00:13:19,933
Well, you need both
the engineering kinds of minds

305
00:13:19,933 --> 00:13:21,866
and the visual thinkers.

306
00:13:21,866 --> 00:13:25,066
In fact, years ago
I actually came up with an idea

307
00:13:25,066 --> 00:13:26,500
for a rat cage in space.

308
00:13:26,500 --> 00:13:28,900
Kind of a cylinder
with grids on it.

309
00:13:28,900 --> 00:13:31,666
So the rat could, um,
you know, hold onto it

310
00:13:31,666 --> 00:13:34,500
no matter
what position he's in.

311
00:13:34,500 --> 00:13:37,000
But I thought everybody could
visualize things.

312
00:13:37,000 --> 00:13:40,300
I didn't know that
my thinking was different.

313
00:13:40,300 --> 00:13:43,500
Now I've been working
on some new simpler designs.

314
00:13:43,500 --> 00:13:46,466
I did some of the first research
on cattle temperament,

315
00:13:46,466 --> 00:13:49,500
and I found that calm animals
gain more weight.

316
00:13:49,500 --> 00:13:52,766
So for the last 20 years,
people have been selecting

317
00:13:52,766 --> 00:13:54,766
for calmer and calmer cattle.

318
00:13:54,766 --> 00:13:58,900
So I can handle them
in a more simplified facility.

319
00:13:58,900 --> 00:14:01,033
They're not as wild
as they used to be.

320
00:14:01,033 --> 00:14:04,333
Give me a key word
like "shoes."

321
00:14:04,333 --> 00:14:08,300
Well, and then I see, um--
that's a childhood shoe

322
00:14:08,300 --> 00:14:10,500
right there.
I guess, um--

323
00:14:10,500 --> 00:14:12,000
I had to go
through these slides

324
00:14:12,000 --> 00:14:14,200
for the--to make sure
they didn't violate copyrights.

325
00:14:14,200 --> 00:14:16,833
And I did have a picture
of some little red Mary Janes,

326
00:14:16,833 --> 00:14:18,233
and I used to have
to wear those--

327
00:14:18,233 --> 00:14:21,000
those awful little
scratchy petticoat dresses

328
00:14:21,000 --> 00:14:22,733
that I hated.

329
00:14:22,733 --> 00:14:25,100
Well, that slide, I guess
we couldn't use that slide

330
00:14:25,100 --> 00:14:28,166
so we went right to
the much better memory.

331
00:14:28,166 --> 00:14:30,066
We did not have
those kinds of socks though

332
00:14:30,066 --> 00:14:31,333
in the '50s.

333
00:14:31,333 --> 00:14:34,366
You see,
this is details.

334
00:14:34,366 --> 00:14:36,133
And when I worked
with the HBO movie,

335
00:14:36,133 --> 00:14:38,033
I was really into details.
You got to remember,

336
00:14:38,033 --> 00:14:40,633
'70s there were no backpacks.

337
00:14:40,633 --> 00:14:42,133
And there were
no Nike type shoes.

338
00:14:42,133 --> 00:14:44,533
It was this type of shoes.

339
00:14:44,533 --> 00:14:46,600
Okay, now that's
a nice classic

340
00:14:46,600 --> 00:14:49,233
'50s or '60s picture
right there.

341
00:14:49,233 --> 00:14:51,333
It makes me happy
that young people today are

342
00:14:51,333 --> 00:14:53,966
liking our fashions.

343
00:14:53,966 --> 00:14:56,233
So how did I get
from shoes to mud puddles?

344
00:14:56,233 --> 00:14:58,033
Now I gotta show you
the real thing

345
00:14:58,033 --> 00:14:59,633
'cause I had to take
that slide out

346
00:14:59,633 --> 00:15:03,433
of the Ariat boot,
and I remember I was jumping

347
00:15:03,433 --> 00:15:05,000
through some mud puddles
at a university

348
00:15:05,000 --> 00:15:06,866
where I was giving a talk.
So that's how I got from

349
00:15:06,866 --> 00:15:09,733
this kind of shoe that I'm gonna
just have to show you--

350
00:15:09,733 --> 00:15:13,033
just regular,
and mud puddles.

351
00:15:13,033 --> 00:15:16,033
You see how it is associative.

352
00:15:16,033 --> 00:15:19,100
[coughs]
Really sorry about the coughing,

353
00:15:19,100 --> 00:15:21,600
but I went to the side
so you can edit that out.

354
00:15:21,600 --> 00:15:23,466
[laughter]

355
00:15:23,466 --> 00:15:25,600
Now there's
real scientific evidence

356
00:15:25,600 --> 00:15:27,966
that there are
two different kinds

357
00:15:27,966 --> 00:15:29,333
of visual thinkers.

358
00:15:29,333 --> 00:15:32,100
There's the object visualizer
like me,

359
00:15:32,100 --> 00:15:34,966
and then there is
the pattern thinker.

360
00:15:34,966 --> 00:15:37,600
This Pet Meta-Analysis,
a really interesting study,

361
00:15:37,600 --> 00:15:40,633
and it shows how there's--
different parts of the brain

362
00:15:40,633 --> 00:15:43,933
are involved.
My book, "The Autistic Brain,"

363
00:15:43,933 --> 00:15:48,033
which is available out here,
or you can buy it

364
00:15:48,033 --> 00:15:50,300
on Amazon
or somewhere else--

365
00:15:50,300 --> 00:15:54,333
maybe I'm not supposed to be
talking about commerce.

366
00:15:54,333 --> 00:15:56,400
Yup, I love "Click and Clack,
the Tappet Brothers,"

367
00:15:56,400 --> 00:15:59,300
and they talk about their
shameless commerce department.

368
00:15:59,300 --> 00:16:03,366
But what I'm interested in is
getting information out there.

369
00:16:03,366 --> 00:16:05,333
You do a lot of cool stuff,
all these wind tunnels

370
00:16:05,333 --> 00:16:06,800
and things like this.

371
00:16:06,800 --> 00:16:09,633
You need to be putting that
up on YouTube videos--

372
00:16:09,633 --> 00:16:11,333
individual YouTube videos.

373
00:16:11,333 --> 00:16:14,066
Don't bury them in your
impossible to navigate website.

374
00:16:14,066 --> 00:16:15,500
[laughter]

375
00:16:15,500 --> 00:16:17,700
They need to be put up
as individual videos,

376
00:16:17,700 --> 00:16:19,600
with a lot of the good key words
on there,

377
00:16:19,600 --> 00:16:22,200
and then the social media people
need to just promote them

378
00:16:22,200 --> 00:16:23,466
to the schools.

379
00:16:23,466 --> 00:16:25,266
That's what you need
to be doing.

380
00:16:25,266 --> 00:16:27,966
We got to show kids
interesting stuff.

381
00:16:27,966 --> 00:16:31,266
Now everybody thought
I was a weird, weird geek

382
00:16:31,266 --> 00:16:33,800
when I was in high school,

383
00:16:33,800 --> 00:16:35,566
and when I was in college.

384
00:16:35,566 --> 00:16:38,233
And then I started
showing people my drawings.

385
00:16:38,233 --> 00:16:40,700
Then I got respect,
and they go,

386
00:16:40,700 --> 00:16:44,633
"You drew that?
You weird thing."

387
00:16:44,633 --> 00:16:46,800
I learned
how to sell my work,

388
00:16:46,800 --> 00:16:49,200
but I'm seeing too many kids
get labeled Asperger's

389
00:16:49,200 --> 00:16:51,733
or autistic or ADHD,
and they get

390
00:16:51,733 --> 00:16:54,300
in kind of a handicap
men--mentality.

391
00:16:54,300 --> 00:16:57,000
And they're not learning
work skills.

392
00:16:57,000 --> 00:16:59,700
That needs to start
at around 13.

393
00:16:59,700 --> 00:17:02,133
Maybe walking dogs
for the next door neighbors.

394
00:17:02,133 --> 00:17:04,800
Something really, really simple.

395
00:17:04,800 --> 00:17:07,866
Now I used to joke around that
I had a huge graphics cir--um--

396
00:17:07,866 --> 00:17:11,533
circuit in my head.
Turns out that I do.

397
00:17:11,533 --> 00:17:15,833
It's probably
in the top 25%.

398
00:17:15,833 --> 00:17:18,400
And then I had a lot of fun
with Walter Schneider

399
00:17:18,400 --> 00:17:19,600
at the
University of Pittsburgh,

400
00:17:19,600 --> 00:17:21,466
and I got to thank
our defense department

401
00:17:21,466 --> 00:17:23,066
for funding this research.

402
00:17:23,066 --> 00:17:26,500
Originally it was funded
for head injuries in soldiers,

403
00:17:26,500 --> 00:17:28,700
and I was one
of the first people with autism

404
00:17:28,700 --> 00:17:30,733
to get to try out
the new technology.

405
00:17:30,733 --> 00:17:32,533
This was
strictly scientist playing

406
00:17:32,533 --> 00:17:34,733
with the latest,
new equipment,

407
00:17:34,733 --> 00:17:37,900
and that is a
normal cable bundle

408
00:17:37,900 --> 00:17:39,933
for speak
what you see.

409
00:17:39,933 --> 00:17:42,033
Myelinated fibers
that go from the

410
00:17:42,033 --> 00:17:45,700
la--uh, visual cortex up to
the language part of the brain.

411
00:17:45,700 --> 00:17:47,433
That's a normal one.

412
00:17:47,433 --> 00:17:48,433
That's mine...

413
00:17:48,433 --> 00:17:50,466
Got a lot of extra bushes.

414
00:17:50,466 --> 00:17:53,000
Now if you went out
and you scanned 100 people,

415
00:17:53,000 --> 00:17:56,533
at what point
is an extra branch abnormal?

416
00:17:56,533 --> 00:17:58,666
There's no black and white
dividing line.

417
00:17:58,666 --> 00:18:03,466
It is a continuum.
Now I paid a price for that.

418
00:18:03,466 --> 00:18:06,866
I have less fibers
for speak what you see,

419
00:18:06,866 --> 00:18:09,300
and that probably explains
why I had speech delay.

420
00:18:09,300 --> 00:18:12,600
I was a severely
speech delayed kid.

421
00:18:12,600 --> 00:18:13,766
But then there's
other kids that are

422
00:18:13,766 --> 00:18:16,466
just geeky and nerdy and
socially awkward.

423
00:18:16,466 --> 00:18:18,433
They used to be
labeled Asperger's.

424
00:18:18,433 --> 00:18:20,600
Now in 2013,
they changed the guideline.

425
00:18:20,600 --> 00:18:21,900
They're putting them
all together.

426
00:18:21,900 --> 00:18:25,166
I had lots of fun
spotting Asperger's around here.

427
00:18:25,166 --> 00:18:27,500
I've been to other companies
here in Silicon Valley.

428
00:18:27,500 --> 00:18:30,366
So one geek gets to go
to the fun places,

429
00:18:30,366 --> 00:18:34,066
and another geek is playing
video games on Social Security.

430
00:18:34,066 --> 00:18:35,733
No, that's not--
we need to be getting

431
00:18:35,733 --> 00:18:37,200
these videos out there.
You gotta cut

432
00:18:37,200 --> 00:18:38,800
through the bureaucracy.

433
00:18:38,800 --> 00:18:41,600
I gotta tell you about a sign
that I've got at home.

434
00:18:41,600 --> 00:18:43,533
20 years ago,
when fax machines were

435
00:18:43,533 --> 00:18:46,000
really popular,
I got this fax.

436
00:18:46,000 --> 00:18:48,033
It must have been
in 100 fax machines

437
00:18:48,033 --> 00:18:50,033
'cause it was
all covered with spots.

438
00:18:50,033 --> 00:18:52,466
And it was about
administratium.

439
00:18:52,466 --> 00:18:56,966
And what is the heaviest element
known to the human race

440
00:18:56,966 --> 00:18:59,600
on the periodic table
of the elements?

441
00:18:59,600 --> 00:19:01,966
It's administratium,
and it has

442
00:19:01,966 --> 00:19:05,033
this super astronomical
atomic weight

443
00:19:05,033 --> 00:19:06,766
and it reacts
with absolutely nothing

444
00:19:06,766 --> 00:19:08,800
because it's inert.

445
00:19:08,800 --> 00:19:10,833
[laughter]

446
00:19:10,833 --> 00:19:13,733
That's administratium.

447
00:19:13,733 --> 00:19:17,733
Well, now you're gonna see
the hole in my math department.

448
00:19:17,733 --> 00:19:20,033
You see, a lot of kids
that are kind of different

449
00:19:20,033 --> 00:19:22,200
are good at one thing.
So I've got really good

450
00:19:22,200 --> 00:19:26,833
abilities in visual thinking,
but my left parietal area

451
00:19:26,833 --> 00:19:29,766
is trashed out.
I got very bad working memory.

452
00:19:29,766 --> 00:19:30,933
That's why
I can't do algebra.

453
00:19:30,933 --> 00:19:33,433
I also tried
to take programming, Fortran,

454
00:19:33,433 --> 00:19:35,600
and that was like useless.

455
00:19:35,600 --> 00:19:37,766
And Bill Gates and I
had access

456
00:19:37,766 --> 00:19:40,533
to this exact same computer
when it first came out,

457
00:19:40,533 --> 00:19:43,300
and he could do it,
and I couldn't.

458
00:19:43,300 --> 00:19:44,933
I don't agree
with Malcolm Gladwell.

459
00:19:44,933 --> 00:19:47,100
He doesn't think
innate ability matters.

460
00:19:47,100 --> 00:19:48,966
Yes, you have
to practice.

461
00:19:48,966 --> 00:19:51,266
Yes, abilities have to
be developed.

462
00:19:51,266 --> 00:19:53,866
And you've got to learn how
to do tasks other people want.

463
00:19:53,866 --> 00:19:56,266
And you have to have access
to the services.

464
00:19:56,266 --> 00:19:58,600
Yes, Bill and I
both had that.

465
00:19:58,600 --> 00:20:00,800
He could program.
I couldn't.

466
00:20:00,800 --> 00:20:05,000
I could turn the computer on,
and that was about it.

467
00:20:05,000 --> 00:20:08,100
Now I want to give you a glimpse
into the pattern mind.

468
00:20:08,100 --> 00:20:10,733
This praying mantis
is made out of a single sheet

469
00:20:10,733 --> 00:20:13,100
of folded paper,
and what you see

470
00:20:13,100 --> 00:20:16,900
in the background
is the folding pattern.

471
00:20:16,900 --> 00:20:19,000
And I want to thank you,
Jessica.

472
00:20:19,000 --> 00:20:21,400
You found me better slides
than the one I had.

473
00:20:21,400 --> 00:20:23,300
I'm gonna keep this slide.

474
00:20:23,300 --> 00:20:28,066
You know, this right here is
an example of pattern thinking.

475
00:20:28,066 --> 00:20:30,966
More extreme kind of
paper stuff.

476
00:20:30,966 --> 00:20:33,866
Now when I asked a physicist
who did work

477
00:20:33,866 --> 00:20:36,300
on the Hubble Space Telescope,
"Think about a church steeple,"

478
00:20:36,300 --> 00:20:39,933
he saw motion of people swinging
and singing

479
00:20:39,933 --> 00:20:41,100
and praying.

480
00:20:41,100 --> 00:20:43,033
Now you got two ways
of teaching math.

481
00:20:43,033 --> 00:20:44,500
I can teach it
more verbally,

482
00:20:44,500 --> 00:20:46,333
or teach it
more visually spatially.

483
00:20:46,333 --> 00:20:48,966
Education is really bad
about getting into fads.

484
00:20:48,966 --> 00:20:50,400
Okay, we're going
to teach reading with phonics.

485
00:20:50,400 --> 00:20:52,166
We're going to teach reading
with whole word.

486
00:20:52,166 --> 00:20:54,466
You know what matters
is the outcome.

487
00:20:54,466 --> 00:20:57,000
I spend
20 years supervising

488
00:20:57,000 --> 00:21:01,000
steel and concrete construction
work for my facilities.

489
00:21:01,000 --> 00:21:03,033
I would design a job,
then I'd supervise

490
00:21:03,033 --> 00:21:04,300
its construction.

491
00:21:04,300 --> 00:21:05,900
Then I had to
start it up.

492
00:21:05,900 --> 00:21:07,400
And in education,
we need to be thinking

493
00:21:07,400 --> 00:21:09,633
a lot more
about finishing a job.

494
00:21:09,633 --> 00:21:11,266
I don't want to see
those smart kids

495
00:21:11,266 --> 00:21:14,000
that ought to be here--
getting a job here,

496
00:21:14,000 --> 00:21:15,600
getting a job at Google--
or getting--

497
00:21:15,600 --> 00:21:18,300
get to play with that helicopter
over there that I got to see

498
00:21:18,300 --> 00:21:21,166
that probably was, uh,
flying, you know, by itself.

499
00:21:21,166 --> 00:21:23,933
That's very cool.

500
00:21:23,933 --> 00:21:26,133
And here's more evidence,
a brand new study,

501
00:21:26,133 --> 00:21:28,300
on the different types
of visualizers.

502
00:21:28,300 --> 00:21:31,200
Yes, we need evidence based.

503
00:21:31,200 --> 00:21:33,300
Okay, let's start looking
at different ways

504
00:21:33,300 --> 00:21:34,566
to look at thinking.

505
00:21:34,566 --> 00:21:36,800
You can have
more associational thinking.

506
00:21:36,800 --> 00:21:38,166
It's more like me.

507
00:21:38,166 --> 00:21:39,966
That's how I can get
from an Ariat boot

508
00:21:39,966 --> 00:21:41,433
to a mud puddle.

509
00:21:41,433 --> 00:21:43,800
Now you don't really see
the relationship there,

510
00:21:43,800 --> 00:21:45,366
but when I explain
the relationship,

511
00:21:45,366 --> 00:21:47,800
it's not random.

512
00:21:47,800 --> 00:21:49,433
A word thinker
is more linear.

513
00:21:49,433 --> 00:21:51,700
But you need the word thinkers
to get organization,

514
00:21:51,700 --> 00:21:53,066
to get things done.

515
00:21:53,066 --> 00:21:55,300
And I've read some of the stuff
about tech companies.

516
00:21:55,300 --> 00:21:56,900
They get to be a certain size,
they're gonna have to

517
00:21:56,900 --> 00:21:58,200
get a few suits.

518
00:21:58,200 --> 00:22:01,866
Otherwise they just turn into
a disorganized mess.

519
00:22:01,866 --> 00:22:04,466
Pictures and patterns
versus words.

520
00:22:04,466 --> 00:22:06,700
Bottom up
versus top down.

521
00:22:06,700 --> 00:22:09,700
I'm getting worried about a lot
of young people today

522
00:22:09,700 --> 00:22:13,033
getting too separated from
the world of practical things.

523
00:22:13,033 --> 00:22:15,033
They don't cook, sew,
woodworking.

524
00:22:15,033 --> 00:22:17,000
They don't know how
to fix a lamp.

525
00:22:17,000 --> 00:22:20,333
So everything becomes
totally abstract.

526
00:22:20,333 --> 00:22:23,966
I think that's a worry,
a real, big worry.

527
00:22:23,966 --> 00:22:26,300
You could be social or
more or less social,

528
00:22:26,300 --> 00:22:29,266
more social.
It's a continuum.

529
00:22:29,266 --> 00:22:32,433
You can--and when you do
bottom up thinking,

530
00:22:32,433 --> 00:22:35,000
it takes a lot more time
to get the data,

531
00:22:35,000 --> 00:22:37,200
but when you do too much
top down thinking,

532
00:22:37,200 --> 00:22:39,500
you tend to
grossly overgeneralize.

533
00:22:39,500 --> 00:22:42,133
They go, oh,
my kid's Asperger's,

534
00:22:42,133 --> 00:22:44,033
or my kid has autism.

535
00:22:44,033 --> 00:22:45,800
Well, if he's three years old
and not talking,

536
00:22:45,800 --> 00:22:47,200
I can give you
a standard answer.

537
00:22:47,200 --> 00:22:48,966
20 hours a week
of intensive thera--

538
00:22:48,966 --> 00:22:51,600
20--intensive therapy.

539
00:22:51,600 --> 00:22:53,266
But let's say
the kid's eight years old.

540
00:22:53,266 --> 00:22:55,400
Does he talk?
What does he do?

541
00:22:55,400 --> 00:22:58,666
I've gotta have
a lot more specifics on him.

542
00:22:58,666 --> 00:23:00,633
People tend
to overgeneralize.

543
00:23:00,633 --> 00:23:03,666
Oh, thank you, Jessica.
That's a beautiful mixing board.

544
00:23:03,666 --> 00:23:06,566
I'm gonna add this
to my permanent slides,

545
00:23:06,566 --> 00:23:08,600
because this
really illustrates the idea

546
00:23:08,600 --> 00:23:11,833
of the complex traits,
like how much anxiety you have,

547
00:23:11,833 --> 00:23:14,000
how much visual thinking
you have,

548
00:23:14,000 --> 00:23:16,400
how fearful you are,
a whole lot--

549
00:23:16,400 --> 00:23:17,866
how much
of a mathematician you are.

550
00:23:17,866 --> 00:23:19,866
It's like a mixing board.

551
00:23:19,866 --> 00:23:22,500
It's continuous trait.

552
00:23:22,500 --> 00:23:24,000
All right,
what would happen

553
00:23:24,000 --> 00:23:27,200
to these people today?
How about little Stevie?

554
00:23:27,200 --> 00:23:29,000
Little Stevie was
a weird loner,

555
00:23:29,000 --> 00:23:31,966
brought snakes to school
and turned them loose.

556
00:23:31,966 --> 00:23:33,666
And how about little Albert?

557
00:23:33,666 --> 00:23:37,600
Albert had no language
until age three.

558
00:23:37,600 --> 00:23:40,400
What would happen
to little Albert today?

559
00:23:40,400 --> 00:23:44,400
Especially somewhere
far away from here.

560
00:23:44,400 --> 00:23:46,166
This is where you gotta
broaden your horizon

561
00:23:46,166 --> 00:23:48,600
way outside of here.

562
00:23:48,600 --> 00:23:50,666
You know,
where's Einstein II?

563
00:23:50,666 --> 00:23:52,533
He's probably in the basement
playing video games

564
00:23:52,533 --> 00:23:54,433
on Social Security.

565
00:23:54,433 --> 00:23:57,200
This is the problem.

566
00:23:57,200 --> 00:23:59,900
I'm getting too many smart kids
getting labeled autistic,

567
00:23:59,900 --> 00:24:01,733
dyslexic, or ADHD.

568
00:24:01,733 --> 00:24:03,766
Now the problem you've got
with autism

569
00:24:03,766 --> 00:24:07,266
is maybe about 25% of them
are very severe.

570
00:24:07,266 --> 00:24:09,233
They have difficulty--
they don't talk,

571
00:24:09,233 --> 00:24:11,333
and they have difficulty
with, you know,

572
00:24:11,333 --> 00:24:13,900
just the most basic
daily living skills.

573
00:24:13,900 --> 00:24:15,966
But then there's probably
about 50% of the kids

574
00:24:15,966 --> 00:24:18,100
that are being put
on the label today

575
00:24:18,100 --> 00:24:20,466
where some of them could be
working here or some other

576
00:24:20,466 --> 00:24:23,000
high level kind of job,
but they're not getting

577
00:24:23,000 --> 00:24:26,133
the social skills training
when they're young to do that.

578
00:24:26,133 --> 00:24:28,166
I'm worried that
our educational system is

579
00:24:28,166 --> 00:24:29,966
screening out
too many kids.

580
00:24:29,966 --> 00:24:31,500
You know, every kid
that's hyperactive, you know,

581
00:24:31,500 --> 00:24:33,066
get them loaded up
on drugs.

582
00:24:33,066 --> 00:24:34,700
Mother used to say to me,
"Go outside

583
00:24:34,700 --> 00:24:36,533
and run the energy
out of you."

584
00:24:36,533 --> 00:24:38,900
That's what she
used to say.

585
00:24:38,900 --> 00:24:42,366
Well, "Fortune" magazine
had a great, great, um,

586
00:24:42,366 --> 00:24:47,600
article about ten years ago
on dyslexic CEOs.

587
00:24:47,600 --> 00:24:49,700
You know, a whole bunch
of dyslexic CEOs

588
00:24:49,700 --> 00:24:51,166
because they had
the vision.

589
00:24:51,166 --> 00:24:53,466
And the head of JetBlue
had ADHD.

590
00:24:53,466 --> 00:24:56,500
He's been
real public about it.

591
00:24:56,500 --> 00:25:00,200
And, uh, you know,
very good on selling the idea--

592
00:25:00,200 --> 00:25:01,666
not so good on operations.

593
00:25:01,666 --> 00:25:05,066
Had a real mess at
Kennedy Airport when it snowed.

594
00:25:05,066 --> 00:25:08,466
See this is why you need
the different kinds of minds.

595
00:25:08,466 --> 00:25:13,466
And the head of IKEA
is dyslexic.

596
00:25:13,466 --> 00:25:15,166
And let's look
at some examples

597
00:25:15,166 --> 00:25:17,066
of different kinds of minds
working together

598
00:25:17,066 --> 00:25:18,500
as great teams.

599
00:25:18,500 --> 00:25:20,433
Steve Jobs was an artist.

600
00:25:20,433 --> 00:25:22,366
He didn't do
any programming.

601
00:25:22,366 --> 00:25:24,933
He got infatuated
with calligraphy.

602
00:25:24,933 --> 00:25:26,700
He made the interface
for the iPhones,

603
00:25:26,700 --> 00:25:28,933
so every time you look at
that interface on your iPhone,

604
00:25:28,933 --> 00:25:31,700
that was made
by an artist.

605
00:25:31,700 --> 00:25:34,133
Then the engineers
had to make it work,

606
00:25:34,133 --> 00:25:35,800
and there's
a fascinating article

607
00:25:35,800 --> 00:25:38,900
about the first demonstration
of the iPhone.

608
00:25:38,900 --> 00:25:42,466
And he had to do it just right
or it would freeze and crash.

609
00:25:42,466 --> 00:25:45,700
Then the engineers had
six months to make it work.

610
00:25:45,700 --> 00:25:49,433
How about the Fukushima
Nuclear Power Plant mess?

611
00:25:49,433 --> 00:25:52,833
When I found out
why they had this mess,

612
00:25:52,833 --> 00:25:55,433
I just couldn't believe it.

613
00:25:55,433 --> 00:25:58,266
It was
a visual thinking mistake.

614
00:25:58,266 --> 00:26:02,500
And what I've learned is
the engineers did not see.

615
00:26:02,500 --> 00:26:04,700
Yes, you're next
to the sea,

616
00:26:04,700 --> 00:26:08,033
and you've put
all your emergency generators

617
00:26:08,033 --> 00:26:11,733
and emergency cooling pump
in a non-waterproof basement

618
00:26:11,733 --> 00:26:14,100
with no watertight doors.

619
00:26:14,100 --> 00:26:17,066
And if they had had
simple watertight doors,

620
00:26:17,066 --> 00:26:19,500
it would not
have happened.

621
00:26:19,500 --> 00:26:23,466
That's something that I have
no problem seeing that.

622
00:26:23,466 --> 00:26:25,400
All right,
I want to see how you guys do

623
00:26:25,400 --> 00:26:30,933
on the Texas A&M
engineering ethics question.

624
00:26:30,933 --> 00:26:33,233
I'll tell you,
I'm very proud I passed this.

625
00:26:33,233 --> 00:26:37,266
This is from Karan Watson,
provost at Texas A&M.

626
00:26:37,266 --> 00:26:41,100
You are the manager
of the Boeing Aircraft factory,

627
00:26:41,100 --> 00:26:44,133
and a heavy tool
is dropped on the wing

628
00:26:44,133 --> 00:26:46,366
of a partially built airplane.

629
00:26:46,366 --> 00:26:49,500
It is stressed
close to the critical limit.

630
00:26:49,500 --> 00:26:53,233
What do you do?

631
00:26:53,233 --> 00:26:54,833
All right,
don't over think this one.

632
00:26:54,833 --> 00:26:56,700
I had to answer like that.

633
00:26:56,700 --> 00:26:58,600
What do you do?

634
00:26:58,600 --> 00:27:00,166
You do what?

635
00:27:00,166 --> 00:27:02,800
Replace it.
That's the correct answer.

636
00:27:02,800 --> 00:27:05,333
You replace
all the stressed parts.

637
00:27:05,333 --> 00:27:08,133
Now the worst answer
that I heard

638
00:27:08,133 --> 00:27:10,833
was one government scientist
said you document it.

639
00:27:10,833 --> 00:27:12,433
[laughter]

640
00:27:12,433 --> 00:27:15,500
I am not kidding.

641
00:27:15,500 --> 00:27:19,500
And another worst answer I got
was you prop it up.

642
00:27:19,500 --> 00:27:21,900
And I go,
"Really, you prop it up?"

643
00:27:21,900 --> 00:27:23,433
Now she purposely
didn't say,

644
00:27:23,433 --> 00:27:25,466
"Would you fly
on that airplane?"

645
00:27:25,466 --> 00:27:27,133
She said,
"What would you do?"

646
00:27:27,133 --> 00:27:28,866
It was deliberately left
open-ended.

647
00:27:28,866 --> 00:27:30,566
Good.
You got the answer right.

648
00:27:30,566 --> 00:27:32,966
That's great.
That was wonderful.

649
00:27:32,966 --> 00:27:34,933
I'm worried about kids
getting too separated

650
00:27:34,933 --> 00:27:36,833
from practical things.

651
00:27:36,833 --> 00:27:39,566
And I was recently
at our animal science meetings,

652
00:27:39,566 --> 00:27:43,233
and there was some survey data
given out to consumers

653
00:27:43,233 --> 00:27:45,333
about issues with animals
and stuff like this.

654
00:27:45,333 --> 00:27:49,100
And a lot of
younger consumers today--

655
00:27:49,100 --> 00:27:52,266
factual information's
getting less important.

656
00:27:52,266 --> 00:27:53,566
Well, I don't
think they're getting

657
00:27:53,566 --> 00:27:55,766
enough scientific training
and hands-on training,

658
00:27:55,766 --> 00:27:58,566
and I think that's
one of the reasons why

659
00:27:58,566 --> 00:28:00,866
that's starting to be
a problem.

660
00:28:00,866 --> 00:28:02,133
I think it's a worry.

661
00:28:02,133 --> 00:28:04,333
I think taking skilled trades
out of the schools

662
00:28:04,333 --> 00:28:06,766
is the worst thing
the school ever did.

663
00:28:06,766 --> 00:28:09,866
Hands on stuff,
cooking, sewing, woodworking,

664
00:28:09,866 --> 00:28:14,033
welding, all of those things,
art, making stuff,

665
00:28:14,033 --> 00:28:16,233
teaches practical
problem solving.

666
00:28:16,233 --> 00:28:18,633
Sometimes your project
doesn't work,

667
00:28:18,633 --> 00:28:21,400
and then you have to figure out
how to make it work.

668
00:28:21,400 --> 00:28:23,566
I mean, that's what you did
in these wind tunnels.

669
00:28:23,566 --> 00:28:26,266
You had to figure out
how to make a lot of stuff work.

670
00:28:26,266 --> 00:28:29,133
But if you've never done
practical things as a kid,

671
00:28:29,133 --> 00:28:32,900
you don't understand them.

672
00:28:32,900 --> 00:28:36,866
And here's the things
that saved me as a kid:

673
00:28:36,866 --> 00:28:38,166
hands on classes.

674
00:28:38,166 --> 00:28:40,300
I was bullied and teased
in school.

675
00:28:40,300 --> 00:28:42,966
And the only places
I was not bullied and teased

676
00:28:42,966 --> 00:28:44,666
was things
like horseback riding

677
00:28:44,666 --> 00:28:45,800
and model rockets.

678
00:28:45,800 --> 00:28:48,133
And my science teacher
Mr. Carlock

679
00:28:48,133 --> 00:28:49,666
had the model rockets club.

680
00:28:49,666 --> 00:28:52,066
He also had
an electronics lab.

681
00:28:52,066 --> 00:28:55,000
And these are things
that just absolutely saved me--

682
00:28:55,000 --> 00:28:56,533
specialized things.

683
00:28:56,533 --> 00:28:59,533
Other really great things,
things like, you know,

684
00:28:59,533 --> 00:29:03,166
agriculture classes,
and too many schools are taking

685
00:29:03,166 --> 00:29:05,133
this stuff out.
Now there's a few schools

686
00:29:05,133 --> 00:29:08,233
that are learning
to put this stuff back in.

687
00:29:08,233 --> 00:29:10,433
I get asked all the time,
"How did you

688
00:29:10,433 --> 00:29:12,500
get interested in cattle?"

689
00:29:12,500 --> 00:29:15,100
I was exposed to them
when I was 15.

690
00:29:15,100 --> 00:29:17,733
We've got to be hooking
these teenagers.

691
00:29:17,733 --> 00:29:20,866
We also need to be hooking them
in middle school.

692
00:29:20,866 --> 00:29:23,733
I want to find cool things
I can find online on YouTube.

693
00:29:23,733 --> 00:29:27,200
I don't have to troll through a
impossible to navigate webpage,

694
00:29:27,200 --> 00:29:29,666
where it'll just pop up
on YouTube.

695
00:29:29,666 --> 00:29:32,833
Khan Academy just started out
as a little tutoring thing

696
00:29:32,833 --> 00:29:34,300
for their own kids.

697
00:29:34,300 --> 00:29:37,066
Then they found out
more people were getting on it.

698
00:29:37,066 --> 00:29:41,333
You gotta get
those kind of things going.

699
00:29:41,333 --> 00:29:43,666
Well, I want to give
all the teachers out there--

700
00:29:43,666 --> 00:29:45,700
'cause I've actually done
this talk for businesses.

701
00:29:45,700 --> 00:29:47,700
I've done it for teachers.
You better have a little

702
00:29:47,700 --> 00:29:49,733
respect for the skilled trades
because when you take

703
00:29:49,733 --> 00:29:52,366
the covers off
the jet engine,

704
00:29:52,366 --> 00:29:54,733
it's a
pretty complicated thing.

705
00:29:54,733 --> 00:29:57,300
People don't realize that.

706
00:29:57,300 --> 00:29:58,833
There's a shortage of people
right now

707
00:29:58,833 --> 00:30:02,833
to fix airplane engines
and to fix cars.

708
00:30:02,833 --> 00:30:05,233
You know, young people
are concerned about things,

709
00:30:05,233 --> 00:30:07,966
and young people
do want to improve society.

710
00:30:07,966 --> 00:30:10,166
But they don't really know
how to do it.

711
00:30:10,166 --> 00:30:12,566
They haven't been given
enough tools

712
00:30:12,566 --> 00:30:14,000
just to learn
how to problem solve

713
00:30:14,000 --> 00:30:15,300
in the practical world.

714
00:30:15,300 --> 00:30:17,800
And the practical world
is going to be messy.

715
00:30:17,800 --> 00:30:20,666
It's not gonna fit
all the theories.

716
00:30:20,666 --> 00:30:22,700
And students are getting
further and further away

717
00:30:22,700 --> 00:30:24,400
from the farm.

718
00:30:24,400 --> 00:30:28,100
31% of young students
have never been on a farm.

719
00:30:28,100 --> 00:30:32,133
50% of, uh, young adults
have never been on a farm

720
00:30:32,133 --> 00:30:33,466
that raises animals.

721
00:30:33,466 --> 00:30:34,800
They're getting
totally separated

722
00:30:34,800 --> 00:30:36,733
from where
their food comes from.

723
00:30:36,733 --> 00:30:38,233
You've got
water shortages here.

724
00:30:38,233 --> 00:30:40,133
I heard on the radio
the other day

725
00:30:40,133 --> 00:30:44,300
oil drilling equipment was used
for drilling water wells.

726
00:30:44,300 --> 00:30:46,566
I mean,
we've gotta go that deep?

727
00:30:46,566 --> 00:30:48,033
These are sort of
the little bits and pieces

728
00:30:48,033 --> 00:30:49,900
I put together,
and I go, "Wait a minute.

729
00:30:49,900 --> 00:30:52,733
That's not
a good thing to hear."

730
00:30:52,733 --> 00:30:55,733
Well, here's 50% of young adults
in the U.K. couldn't connect

731
00:30:55,733 --> 00:30:57,500
pigs with bacon.
[laughter]

732
00:30:57,500 --> 00:31:00,333
I go, "Really?"

733
00:31:00,333 --> 00:31:02,800
They don't know
where stuff comes from.

734
00:31:02,800 --> 00:31:04,800
All kinds of stuff.

735
00:31:04,800 --> 00:31:07,200
And there's a great farm
outside of Chicago

736
00:31:07,200 --> 00:31:09,066
where you can go
visit the dairy,

737
00:31:09,066 --> 00:31:11,533
and you can go
visit a real pig farm.

738
00:31:11,533 --> 00:31:13,900
And the most common
weird question they get is,

739
00:31:13,900 --> 00:31:17,833
"Are those actually pigs?"

740
00:31:17,833 --> 00:31:19,866
Yeah, are they Disney
animatronic pigs?

741
00:31:19,866 --> 00:31:23,666
No, they're not.
They're real pigs.

742
00:31:23,666 --> 00:31:25,633
I'm worried
as people get more and more

743
00:31:25,633 --> 00:31:26,966
into the mobile apps,

744
00:31:26,966 --> 00:31:29,633
getting worse and worse
getting to their silos.

745
00:31:29,633 --> 00:31:31,533
I talked
to a young 22-year-old

746
00:31:31,533 --> 00:31:34,133
about two weeks ago
that did not know

747
00:31:34,133 --> 00:31:37,033
what regular google
searches are.

748
00:31:37,033 --> 00:31:39,200
I think
that's a real problem,

749
00:31:39,200 --> 00:31:41,900
and in a survey
that was done by of our, um,

750
00:31:41,900 --> 00:31:45,300
agricultural organizations--
they call it

751
00:31:45,300 --> 00:31:47,433
the tribalization
of communication.

752
00:31:47,433 --> 00:31:49,466
I call it
getting in the silos,

753
00:31:49,466 --> 00:31:52,600
where you just talk
to like-minded people.

754
00:31:52,600 --> 00:31:54,866
You know, our generation,
you know, you listen

755
00:31:54,866 --> 00:31:56,966
to the national news
and a wide bunch

756
00:31:56,966 --> 00:31:59,100
of different people
listen to it.

757
00:31:59,100 --> 00:32:02,366
But I'm worried about, um, kids
where they're getting into

758
00:32:02,366 --> 00:32:05,600
too just a real narrow a thing.

759
00:32:05,600 --> 00:32:07,466
The other big problem
on the Internet is

760
00:32:07,466 --> 00:32:10,133
it magnifies the voices
of radicals

761
00:32:10,133 --> 00:32:11,966
on both sides of an issue.

762
00:32:11,966 --> 00:32:14,633
We got to work
on taking down the silos.

763
00:32:14,633 --> 00:32:17,000
And originally,
I want to just have

764
00:32:17,000 --> 00:32:18,866
a picture of busting up
a silo,

765
00:32:18,866 --> 00:32:21,533
but then I found this picture
of chewing it down.

766
00:32:21,533 --> 00:32:23,133
Even with
a hydraulic chomper,

767
00:32:23,133 --> 00:32:25,766
it's a lot of work
to chew down the silos.

768
00:32:25,766 --> 00:32:28,500
You guys have got to
get out of the silo.

769
00:32:28,500 --> 00:32:30,233
Yeah, you're gonna need it
for funding.

770
00:32:30,233 --> 00:32:31,500
You gotta do it.

771
00:32:31,500 --> 00:32:33,533
You gotta, like, kick a hole
through administratium,

772
00:32:33,533 --> 00:32:36,666
and you gotta just do it.

773
00:32:36,666 --> 00:32:38,433
I got interested
in optical illusions

774
00:32:38,433 --> 00:32:40,933
because, um,
in a science class

775
00:32:40,933 --> 00:32:44,033
I was shown
an old Bell Labs movie,

776
00:32:44,033 --> 00:32:45,433
and in the HBO movie,
they show

777
00:32:45,433 --> 00:32:47,933
the original Bell Labs movie
that I saw.

778
00:32:47,933 --> 00:32:52,700
That was an example of
showing kids interesting stuff.

779
00:32:52,700 --> 00:32:55,233
There's one of my designs
done in SketchUp,

780
00:32:55,233 --> 00:32:58,200
and SketchUp's a free program
you can get online.

781
00:32:58,200 --> 00:33:01,500
There's all kinds
of great free stuff online.

782
00:33:01,500 --> 00:33:04,133
A lot of teachers
just don't know about it.

783
00:33:04,133 --> 00:33:06,600
You know, and then I can
print it out on a 3-D printer.

784
00:33:06,600 --> 00:33:08,166
That would be
pretty cool.

785
00:33:08,166 --> 00:33:10,700
In fact, uh,
the MakerBot, um,

786
00:33:10,700 --> 00:33:13,633
had a sign on it that said,
"Warning: Patience."

787
00:33:13,633 --> 00:33:15,533
I hope this is
a MakerBot printer.

788
00:33:15,533 --> 00:33:19,066
This is one of the
substituted slides.

789
00:33:19,066 --> 00:33:21,100
I had a slide originally
of the MakerBot

790
00:33:21,100 --> 00:33:24,533
from the MakerBot webpage,
and I'm not sure

791
00:33:24,533 --> 00:33:26,933
if that's a MakerBot product
or not.

792
00:33:26,933 --> 00:33:29,566
But the thing
that I really liked

793
00:33:29,566 --> 00:33:31,966
was they talked
about patience.

794
00:33:31,966 --> 00:33:34,466
You got this
little glue gun thing

795
00:33:34,466 --> 00:33:36,666
and the little thing itself
is not electronic.

796
00:33:36,666 --> 00:33:40,633
It's controlled electronically.
It's a mechanical device.

797
00:33:40,633 --> 00:33:43,533
It goes back
to the messy physical world.

798
00:33:43,533 --> 00:33:45,100
Well, that's
the end of my talk,

799
00:33:45,100 --> 00:33:48,133
and what I hope I've done
is I hope it'd make you think.

800
00:33:48,133 --> 00:33:51,333
Now I want to have
some really good questions.

801
00:33:51,333 --> 00:33:54,333
[applause]

802
00:34:02,233 --> 00:34:04,700
- Thank you, Temple,
for an excellent talk.

803
00:34:04,700 --> 00:34:06,266
We have time
for some questions.

804
00:34:06,266 --> 00:34:08,100
If you have a question,
please stand,

805
00:34:08,100 --> 00:34:09,766
go the the aisle
in front of the mic,

806
00:34:09,766 --> 00:34:12,666
and ask one question.
Be succinct,

807
00:34:12,666 --> 00:34:15,966
and we'll get as many answers,
uh, replies.

808
00:34:15,966 --> 00:34:18,800
Thank you.
- Oh, good, we got one already,

809
00:34:18,800 --> 00:34:20,766
and if we don't have any more,
I'll pick somebody.

810
00:34:20,766 --> 00:34:23,233
[laughter]

811
00:34:23,233 --> 00:34:27,866
- Hi, um, earlier in your talk,
you mentioned that, uh

812
00:34:27,866 --> 00:34:33,133
you've observed that kids
more often have visual thinking.

813
00:34:33,133 --> 00:34:34,633
Um--
- Little kids especially.

814
00:34:34,633 --> 00:34:37,166
- Little kids especially?
I was interested in that

815
00:34:37,166 --> 00:34:39,066
because that would seem
to indicate

816
00:34:39,066 --> 00:34:43,100
that modes of thinking change
from childhood to adulthood.

817
00:34:43,100 --> 00:34:44,733
- The tendency, as you go
to adulthood,

818
00:34:44,733 --> 00:34:46,666
you're relying
more and more on language.

819
00:34:46,666 --> 00:34:48,200
- Uh-huh.
- And the thing that was

820
00:34:48,200 --> 00:34:51,466
really shocking for me,
and I discovered this

821
00:34:51,466 --> 00:34:53,300
back when I was doing my book
"Thinking in Pictures"...

822
00:34:53,300 --> 00:34:55,166
That was 20 years ago.

823
00:34:55,166 --> 00:34:56,933
When I asked
this speech therapist,

824
00:34:56,933 --> 00:34:58,666
"Think about a church steeple,"
and she goes,

825
00:34:58,666 --> 00:35:00,933
"Pointy thing,"
like that.

826
00:35:00,933 --> 00:35:03,600
I just see specific pictures.
Now most people,

827
00:35:03,600 --> 00:35:05,933
if I ask them,
"Think about your house or car,"

828
00:35:05,933 --> 00:35:08,800
you can see
your own house or car.

829
00:35:08,800 --> 00:35:11,100
You see--and I'd made
the mistake of asking

830
00:35:11,100 --> 00:35:12,933
something they were
very familiar with.

831
00:35:12,933 --> 00:35:14,400
But when I ask you something
that's out there

832
00:35:14,400 --> 00:35:17,000
in the environment,
everybody sees them.

833
00:35:17,000 --> 00:35:18,800
But they're not quite
so familiar with it.

834
00:35:18,800 --> 00:35:21,100
That's when a lot
of people tend to get

835
00:35:21,100 --> 00:35:23,600
sort of
a vague pointy thing.

836
00:35:23,600 --> 00:35:25,733
And that was
a real sudden bunch

837
00:35:25,733 --> 00:35:29,066
of insight to me that my
thinking was really different

838
00:35:29,066 --> 00:35:31,366
because there is
no pointy thing.

839
00:35:31,366 --> 00:35:35,200
I can fabricate in my mind
a pointy thing.

840
00:35:35,200 --> 00:35:36,833
I have a slide
that I found

841
00:35:36,833 --> 00:35:39,900
from a plastic
church steeple company

842
00:35:39,900 --> 00:35:42,133
of a pointy thing,

843
00:35:42,133 --> 00:35:44,066
but it's something
I have to fabricate.

844
00:35:44,066 --> 00:35:46,166
You know, I tend to see
ones around Fort Collins.

845
00:35:46,166 --> 00:35:48,666
I tend to see
the slides that I use.

846
00:35:48,666 --> 00:35:50,166
Yeah, those slides
gave me a whole pile

847
00:35:50,166 --> 00:35:53,100
of viruses in my computer--

848
00:35:53,100 --> 00:35:55,833
[coughs]
of some specific churches

849
00:35:55,833 --> 00:35:58,400
in Fort Collins.

850
00:35:58,400 --> 00:36:02,166
- Um, so I guess a specific
question that I have is,

851
00:36:02,166 --> 00:36:06,533
how, the plasticity, I guess,
um, for the brains,

852
00:36:06,533 --> 00:36:07,700
and the different
types of thinking

853
00:36:07,700 --> 00:36:10,200
would--would you say that
kids are better

854
00:36:10,200 --> 00:36:12,533
at switching, um, between
different modes of thinking or--

855
00:36:12,533 --> 00:36:15,233
- Little kids
tend to be more visual thinkers,

856
00:36:15,233 --> 00:36:18,500
but it's--you see,
there's a lot of plasticity.

857
00:36:18,500 --> 00:36:21,666
All right, let's sort of
look at the music mixing board.

858
00:36:21,666 --> 00:36:25,233
Uh, maybe there's a screw
put in part of the slot,

859
00:36:25,233 --> 00:36:28,566
and you've got plasticity,
you know, within that range.

860
00:36:28,566 --> 00:36:30,600
And when it comes--
see the reason why

861
00:36:30,600 --> 00:36:33,266
I'm so bad at algebra,
I got no working memory.

862
00:36:33,266 --> 00:36:34,933
I can't--
if I have to--

863
00:36:34,933 --> 00:36:36,966
let's say I had
to take apart

864
00:36:36,966 --> 00:36:39,266
the McDonald's ice cream machine
and clean it.

865
00:36:39,266 --> 00:36:42,266
I'd need to write down
the steps

866
00:36:42,266 --> 00:36:44,166
and then I'd keep it
in a card in my pocket

867
00:36:44,166 --> 00:36:46,366
for maybe two weeks,
and then I'd get it memorized.

868
00:36:46,366 --> 00:36:49,166
And when I worked in a dairy,
they had a little piece of paper

869
00:36:49,166 --> 00:36:51,733
on the wall,
five steps or eight steps

870
00:36:51,733 --> 00:36:53,633
for setting up
the milking equipment.

871
00:36:53,633 --> 00:36:55,766
I would have been in trouble
without that cheat sheet

872
00:36:55,766 --> 00:37:00,066
because I do not remember
more than three sequences.

873
00:37:00,066 --> 00:37:01,966
But if I have my cheat sheet,
then I'm fine

874
00:37:01,966 --> 00:37:03,933
because then it's like
keywords on Google.

875
00:37:03,933 --> 00:37:06,433
Boom.
I'm--and I see the pictures

876
00:37:06,433 --> 00:37:07,966
for that step.
Boom.

877
00:37:07,966 --> 00:37:10,533
I see the pictures
for the next step.

878
00:37:10,533 --> 00:37:12,333
You know, that's how
I can work around that,

879
00:37:12,333 --> 00:37:14,066
but you need
the visual thinkers.

880
00:37:14,066 --> 00:37:16,800
Prevent messes
like Fukushima.

881
00:37:16,800 --> 00:37:18,733
When I found out
why that burned up,

882
00:37:18,733 --> 00:37:20,033
I'm going,
you gotta be kidding.

883
00:37:20,033 --> 00:37:22,666
And then the second mistake
was cultural.

884
00:37:22,666 --> 00:37:24,866
They never
asked for help.

885
00:37:24,866 --> 00:37:27,633
How could you sit there
and watch that thing burn up?

886
00:37:27,633 --> 00:37:30,266
All you had to do
was pick up the phone,

887
00:37:30,266 --> 00:37:31,566
and they didn't do it.

888
00:37:31,566 --> 00:37:34,866
Any piece of equipment you want,
you can have it there.

889
00:37:34,866 --> 00:37:38,066
The world would be there
to help you.

890
00:37:38,066 --> 00:37:41,133
No, that's
sort of beyond me.

891
00:37:41,133 --> 00:37:43,500
No, that point,
nuclear reactor melting down,

892
00:37:43,500 --> 00:37:45,466
you pick up the horn
because you've gotta stop

893
00:37:45,466 --> 00:37:46,733
breaching containment.

894
00:37:46,733 --> 00:37:51,866
That's so horrible,
you can't let it happen.

895
00:37:51,866 --> 00:37:54,166
Okay.
- Hi, I'm currently

896
00:37:54,166 --> 00:37:55,733
a high school teacher
for chemistry,

897
00:37:55,733 --> 00:37:57,866
and I was wondering
if you had any advice

898
00:37:57,866 --> 00:38:00,233
on identifying
students' strengths

899
00:38:00,233 --> 00:38:01,533
in the beginning
of the school year

900
00:38:01,533 --> 00:38:03,166
so that--
'cause I like the idea

901
00:38:03,166 --> 00:38:05,300
of grouping different
types of minds--oh--

902
00:38:05,300 --> 00:38:07,033
to better work together.

903
00:38:07,033 --> 00:38:09,600
- Well, normally
strengths start to show up--

904
00:38:09,600 --> 00:38:12,566
my ability in art,
which was really encouraged,

905
00:38:12,566 --> 00:38:14,700
started to show up
in third and fourth grade.

906
00:38:14,700 --> 00:38:16,900
That's be like seven,
eight years old.

907
00:38:16,900 --> 00:38:19,366
And--and then also
that's the same age

908
00:38:19,366 --> 00:38:22,066
that mathematics ability
often shows up.

909
00:38:22,066 --> 00:38:23,966
And what you want to do
with those kids--

910
00:38:23,966 --> 00:38:26,133
if that eighth grader
can do high school math,

911
00:38:26,133 --> 00:38:27,566
let him
do high school math.

912
00:38:27,566 --> 00:38:30,266
He's gonna need help
in reading.

913
00:38:30,266 --> 00:38:31,666
You know, what--
first thing you find out

914
00:38:31,666 --> 00:38:33,666
is what are they good at.

915
00:38:33,666 --> 00:38:35,733
Now I'm seeing too many kids
totally getting addicted

916
00:38:35,733 --> 00:38:37,033
to video games.

917
00:38:37,033 --> 00:38:40,000
I was really interested to read
that the head of Twitter

918
00:38:40,000 --> 00:38:43,700
severely limits
that sort of activity

919
00:38:43,700 --> 00:38:46,600
'cause he wants his kids, um,
going into something

920
00:38:46,600 --> 00:38:49,366
more worthwhile than playing
video games all day.

921
00:38:49,366 --> 00:38:54,066
But, if the kid gets exposed
to enough different things,

922
00:38:54,066 --> 00:38:55,233
you know, a lot of kids
really are good

923
00:38:55,233 --> 00:38:57,066
at building things
with LEGOs.

924
00:38:57,066 --> 00:39:00,133
It's the only building thing
they get exposed to.

925
00:39:00,133 --> 00:39:01,700
Good at building LEGOs?
Let's expose them

926
00:39:01,700 --> 00:39:03,433
to a lot of other things.

927
00:39:03,433 --> 00:39:07,300
Maybe building organic
chemistry molecules models,

928
00:39:07,300 --> 00:39:09,166
something like that.

929
00:39:09,166 --> 00:39:11,366
Uh, you know,
some kids are

930
00:39:11,366 --> 00:39:13,900
really good at math.
Others are horrible at math.

931
00:39:13,900 --> 00:39:16,266
Visual thinkers--
I had a terrible time

932
00:39:16,266 --> 00:39:19,766
balancing equations,
but doing chemistry experiments

933
00:39:19,766 --> 00:39:21,700
was really interesting
because they don't

934
00:39:21,700 --> 00:39:24,833
always come out perfectly.

935
00:39:24,833 --> 00:39:26,733
That's the real world.

936
00:39:26,733 --> 00:39:28,866
I hope that your school
is still doing

937
00:39:28,866 --> 00:39:31,500
hands-on labs.
Good.

938
00:39:31,500 --> 00:39:34,066
Because there's some people
think you can

939
00:39:34,066 --> 00:39:36,033
do chemistry lab online.
I'm going, "No."

940
00:39:36,033 --> 00:39:37,533
There's some things
you need to do--

941
00:39:37,533 --> 00:39:41,200
you need to actually do
the real thing.

942
00:39:41,200 --> 00:39:46,400
- Thank you.

943
00:39:46,400 --> 00:39:48,333
- Hi, so, um,
I read your book

944
00:39:48,333 --> 00:39:50,400
"Unwritten Rules
of Social Relationships,"

945
00:39:50,400 --> 00:39:52,566
and I thought,
"Wow, that was really useful."

946
00:39:52,566 --> 00:39:55,033
And I went over--
went through it with my son.

947
00:39:55,033 --> 00:39:57,000
I thought it was
very useful for him,

948
00:39:57,000 --> 00:39:59,166
and--and actually--
- How old's your son?

949
00:39:59,166 --> 00:40:01,000
- Um, well, right now
he's 19.

950
00:40:01,000 --> 00:40:02,733
- He's 19?
How's he doing?

951
00:40:02,733 --> 00:40:04,200
- That's a long story.
- Long story.

952
00:40:04,200 --> 00:40:05,466
[laughter]

953
00:40:05,466 --> 00:40:06,933
- But thanks for asking.

954
00:40:06,933 --> 00:40:08,266
We--we can talk offline
if you'd like.

955
00:40:08,266 --> 00:40:09,566
- Okay.

956
00:40:09,566 --> 00:40:11,400
- But I-I really wanted to talk
about something else.

957
00:40:11,400 --> 00:40:16,633
Um--uh, so the--uh, I thought--
I wish I'd had that book around

958
00:40:16,633 --> 00:40:20,266
when I was younger,
and I-I--in fact I wish

959
00:40:20,266 --> 00:40:22,100
I think a lot
of my colleagues would find

960
00:40:22,100 --> 00:40:23,333
a lot of benefit from it.

961
00:40:23,333 --> 00:40:25,100
- Oh, I think there's
a lot of people here

962
00:40:25,100 --> 00:40:26,933
that are on the spectrum
and why are they here?

963
00:40:26,933 --> 00:40:30,833
Because in the '50s they pounded
in the social rules.

964
00:40:30,833 --> 00:40:34,100
'50s and '60s
kids were taught table manners,

965
00:40:34,100 --> 00:40:36,833
taught how to shake hands.
I had to be hostess

966
00:40:36,833 --> 00:40:39,966
at my mother's parties
and learn how to greet guests.

967
00:40:39,966 --> 00:40:42,366
Also they used
teachable moments.

968
00:40:42,366 --> 00:40:44,733
Like if I was, um, gonna
eat the mashed potatoes

969
00:40:44,733 --> 00:40:47,900
with my hand, Mother would say,
"Use the fork."

970
00:40:47,900 --> 00:40:49,700
She didn't scream no.

971
00:40:49,700 --> 00:40:52,800
She would simply give
the instruction.

972
00:40:52,800 --> 00:40:54,800
And the whole social rules thing
was taught in

973
00:40:54,800 --> 00:40:58,133
a much more
structured manner.

974
00:40:58,133 --> 00:41:00,466
So the kid that was just
kinda mildly a little bit

975
00:41:00,466 --> 00:41:03,666
on the autism spectrum, any kind
of Asperger-type of kid,

976
00:41:03,666 --> 00:41:04,966
they learned
enough social skills

977
00:41:04,966 --> 00:41:07,700
so they could get
a great job at NASA.

978
00:41:07,700 --> 00:41:10,100
- So my question
is actually not for you.

979
00:41:10,100 --> 00:41:12,633
My question is
for the management here.

980
00:41:12,633 --> 00:41:14,666
Are--are you aware that

981
00:41:14,666 --> 00:41:16,733
"Unwritten Rules
of Social Relationships"

982
00:41:16,733 --> 00:41:19,666
would really be very beneficial
to most of the population here?

983
00:41:19,666 --> 00:41:21,766
- Put it in your library.
And the other thing I found,

984
00:41:21,766 --> 00:41:25,033
a lot of technical organizations
is there's tons and tons

985
00:41:25,033 --> 00:41:28,000
of autistic grandchildren
and, you know,

986
00:41:28,000 --> 00:41:30,466
it's the music mixing board.
A little bit of the genetics

987
00:41:30,466 --> 00:41:32,366
gives an advantage then you put
two of them together.

988
00:41:32,366 --> 00:41:33,766
You--
- I used to--

989
00:41:33,766 --> 00:41:36,233
- Put more--the little snips,
the little variations

990
00:41:36,233 --> 00:41:39,900
in the genetic code in there,
and I also found

991
00:41:39,900 --> 00:41:41,600
an interesting paper
on Schizophrenia,

992
00:41:41,600 --> 00:41:44,466
where a little tiny bit
of that trait

993
00:41:44,466 --> 00:41:45,933
makes creativity.

994
00:41:45,933 --> 00:41:49,200
That's why these traits
remain in the population

995
00:41:49,200 --> 00:41:51,033
because in the small amounts
of them,

996
00:41:51,033 --> 00:41:53,200
they enable us
to go to the moon

997
00:41:53,200 --> 00:41:54,933
or to do
some great art.

998
00:41:54,933 --> 00:41:56,400
Too much of it?
Yes, then you've got

999
00:41:56,400 --> 00:41:59,000
a gigantic handicap.

1000
00:41:59,000 --> 00:42:00,400
- Well, great,
thank you very much.

1001
00:42:00,400 --> 00:42:05,966
- Okay.

1002
00:42:05,966 --> 00:42:08,800
- Hi, Temple.
As you were describing, um,

1003
00:42:08,800 --> 00:42:11,533
your own experiences,
I felt you're describing my son.

1004
00:42:11,533 --> 00:42:15,466
He's also a visual thinker
and he has autism.

1005
00:42:15,466 --> 00:42:17,933
I guess my question is
how did you overcome

1006
00:42:17,933 --> 00:42:20,966
your, um, limited
language challenge?

1007
00:42:20,966 --> 00:42:24,700
You are f--you said
you had language challenge.

1008
00:42:24,700 --> 00:42:27,200
when you were a kid.
- Well, I-I, um

1009
00:42:27,200 --> 00:42:28,800
got into very good
early intervention.

1010
00:42:28,800 --> 00:42:30,466
And I can't emphasize enough,
you got a three-year-old

1011
00:42:30,466 --> 00:42:32,100
that's not talking,
it's 20 hours a week

1012
00:42:32,100 --> 00:42:33,666
of intense one-on-ones.

1013
00:42:33,666 --> 00:42:36,066
That I can give you
a standard answer.

1014
00:42:36,066 --> 00:42:37,800
Once kids get older,
I've got to know

1015
00:42:37,800 --> 00:42:39,800
a lot more about them
because they've made

1016
00:42:39,800 --> 00:42:42,200
the autism spectrum
so broad now.

1017
00:42:42,200 --> 00:42:45,466
I'm, you know, mainly
you got the--

1018
00:42:45,466 --> 00:42:47,166
well, my elder ones
we need to go back

1019
00:42:47,166 --> 00:42:50,100
to '50s style
teaching social rules,

1020
00:42:50,100 --> 00:42:52,033
and they got to be
just taught.

1021
00:42:52,033 --> 00:42:54,600
I learned a lot
on greeting guests

1022
00:42:54,600 --> 00:42:56,000
at my mother's parties.

1023
00:42:56,000 --> 00:42:58,500
- Yeah, because
what I found was the language--

1024
00:42:58,500 --> 00:43:01,400
um, having limited language
leads to--

1025
00:43:01,400 --> 00:43:03,333
- Can he talk now?
- I'm sorry?

1026
00:43:03,333 --> 00:43:04,433
- Okay--
- He's--he's ten.

1027
00:43:04,433 --> 00:43:06,033
- He's ten.
You see this is where

1028
00:43:06,033 --> 00:43:08,033
when we get further along
on the spectrum,

1029
00:43:08,033 --> 00:43:10,866
I have to have
much more detailed information.

1030
00:43:10,866 --> 00:43:12,766
See, people are grossly
overgeneralizing

1031
00:43:12,766 --> 00:43:14,966
just on the word autism.
The ten-year-old,

1032
00:43:14,966 --> 00:43:17,166
I want to get level of speech,
how's he doing at school--

1033
00:43:17,166 --> 00:43:20,300
[coughs]
There's a lot more things

1034
00:43:20,300 --> 00:43:24,133
that I've got to know
before I can give you an answer.

1035
00:43:24,133 --> 00:43:26,700
I can only give
a standard answer

1036
00:43:26,700 --> 00:43:28,566
when it's a three-year-old
with no speech.

1037
00:43:28,566 --> 00:43:31,133
Then I can give you
a standard answer.

1038
00:43:31,133 --> 00:43:33,200
- Okay.
We'll talk offline.

1039
00:43:33,200 --> 00:43:35,033
But [laughs softly]--
but yeah,

1040
00:43:35,033 --> 00:43:37,066
it's interesting
to see your perspective

1041
00:43:37,066 --> 00:43:40,666
like how you--you're describing
how you were learning things

1042
00:43:40,666 --> 00:43:43,133
or how you were
associating, um--

1043
00:43:43,133 --> 00:43:44,233
- Yeah, you see,
the visual thinker...

1044
00:43:44,233 --> 00:43:45,233
- Yeah.
- Tends to be

1045
00:43:45,233 --> 00:43:47,033
much more associative.
- Yes.

1046
00:43:47,033 --> 00:43:48,433
- You know,
a very verbal thinker

1047
00:43:48,433 --> 00:43:50,733
it's more more linear,
and one of the big problems

1048
00:43:50,733 --> 00:43:53,366
I'm seeing today,
I'm seeing a lot of smart kids

1049
00:43:53,366 --> 00:43:55,033
that ought to be
ending up here

1050
00:43:55,033 --> 00:43:57,300
or ending up on--
I saw that helicopter

1051
00:43:57,300 --> 00:43:59,500
over there that was
probably flying by itself.

1052
00:43:59,500 --> 00:44:03,300
You know,
working on something like that,

1053
00:44:03,300 --> 00:44:04,433
and they're ending up
in the basement

1054
00:44:04,433 --> 00:44:06,100
playing video games.

1055
00:44:06,100 --> 00:44:07,566
You see,
I've made a point

1056
00:44:07,566 --> 00:44:09,700
in my career
to go between the silos.

1057
00:44:09,700 --> 00:44:11,666
Do a certain amount
of tech talks,

1058
00:44:11,666 --> 00:44:15,566
cattle talks,
purely autism talks--

1059
00:44:15,566 --> 00:44:19,033
uh--uh,
talks business people,

1060
00:44:19,033 --> 00:44:21,000
going between
the silos.

1061
00:44:21,000 --> 00:44:23,166
It's not easy
doing that.

1062
00:44:23,166 --> 00:44:25,166
- So you say exposure
is really important--

1063
00:44:25,166 --> 00:44:27,633
- Well you gotta expose kids
to interesting things.

1064
00:44:27,633 --> 00:44:29,066
- But like I said--
- Now, unfortunately

1065
00:44:29,066 --> 00:44:32,000
if you have a child that
maybe is--there's--

1066
00:44:32,000 --> 00:44:34,366
the problem you've got now
with autism label

1067
00:44:34,366 --> 00:44:36,966
is you're going
with a huge variation.

1068
00:44:36,966 --> 00:44:38,800
I wouldn't suggest, uh,
that you've got somebody

1069
00:44:38,800 --> 00:44:42,200
that's nonverbal
that, um, can't read--

1070
00:44:42,200 --> 00:44:44,533
uh, they're not
gonna work at NASA.

1071
00:44:44,533 --> 00:44:46,900
You see what the problem is
is that they've made

1072
00:44:46,900 --> 00:44:48,900
the autism spectrum
so wide.

1073
00:44:48,900 --> 00:44:50,300
You see,
if you get labeled dyslexic,

1074
00:44:50,300 --> 00:44:51,633
you have trouble
with reading.

1075
00:44:51,633 --> 00:44:54,000
ADHD, you have trouble
with attention.

1076
00:44:54,000 --> 00:44:57,433
You see, those labels
are a much narrower label,

1077
00:44:57,433 --> 00:44:59,566
but I'm seeing kids,
that in my generation,

1078
00:44:59,566 --> 00:45:02,300
were just labeled
geeks and nerds.

1079
00:45:02,300 --> 00:45:05,166
Um, and they ought to be
going on in these

1080
00:45:05,166 --> 00:45:06,766
kinds of jobs.

1081
00:45:06,766 --> 00:45:09,033
And there's a tendency
lots of times

1082
00:45:09,033 --> 00:45:11,100
for the parents
to overprotect.

1083
00:45:11,100 --> 00:45:13,166
I was at the airport
the other day,

1084
00:45:13,166 --> 00:45:16,366
and my plane was delayed,
so I got talking

1085
00:45:16,366 --> 00:45:18,333
to a family
that had a teenage kid

1086
00:45:18,333 --> 00:45:20,933
that was very good
at animation.

1087
00:45:20,933 --> 00:45:23,133
And he was just being
in his bedroom.

1088
00:45:23,133 --> 00:45:24,833
And I suggested
that he needs to get out

1089
00:45:24,833 --> 00:45:28,000
and video--do some
other people's video,

1090
00:45:28,000 --> 00:45:30,900
and the mom
didn't want to let go.

1091
00:45:30,900 --> 00:45:32,700
And I said--
and there was an opportunity

1092
00:45:32,700 --> 00:45:34,800
for some video editing
just a mile down the road

1093
00:45:34,800 --> 00:45:36,233
that he could do.
I said,

1094
00:45:36,233 --> 00:45:37,800
"You got to let him go
and work on this--

1095
00:45:37,800 --> 00:45:39,533
on the video editing."
He's got to learn

1096
00:45:39,533 --> 00:45:43,366
how to do video editing
that other people want.

1097
00:45:43,366 --> 00:45:45,800
Biggest problem I'm seeing
with a lot of these

1098
00:45:45,800 --> 00:45:47,333
really smart kids
is they're not learning

1099
00:45:47,333 --> 00:45:49,366
how to work.

1100
00:45:49,366 --> 00:45:51,233
I mean,
the first sign painting job

1101
00:45:51,233 --> 00:45:53,100
I ever sold
was for a beauty shop.

1102
00:45:53,100 --> 00:45:55,033
I had to make a sign
that they wanted.

1103
00:45:55,033 --> 00:45:57,066
Mother arranged
a sewing job for me

1104
00:45:57,066 --> 00:45:59,133
when I was 13,
and when I was 15,

1105
00:45:59,133 --> 00:46:01,133
I was cleaning horse stalls.

1106
00:46:01,133 --> 00:46:03,000
I learned how to work.

1107
00:46:03,000 --> 00:46:06,633
That's another big problem
I see in a lot of kids.

1108
00:46:06,633 --> 00:46:08,466
But before I can make
a recommendation to you,

1109
00:46:08,466 --> 00:46:09,900
I'd have to--
I've got to, like,

1110
00:46:09,900 --> 00:46:12,466
ask you a bunch of questions
to find out exactly,

1111
00:46:12,466 --> 00:46:15,566
you know,
what he's capable of doing.

1112
00:46:15,566 --> 00:46:19,533
And--and I'm--I'm not capable
of doing computer programming.

1113
00:46:19,533 --> 00:46:23,000
I tried it.
I was exposed to it,

1114
00:46:23,000 --> 00:46:26,000
didn't work for me.
It worked for Bill Gates.

1115
00:46:26,000 --> 00:46:27,633
He and I were
on the same computer

1116
00:46:27,633 --> 00:46:31,066
in the same year.

1117
00:46:35,400 --> 00:46:38,066
- So, in an ideal world,
a good teacher will

1118
00:46:38,066 --> 00:46:40,166
be able to cover
all the different types

1119
00:46:40,166 --> 00:46:42,866
of thinkers in a classroom,
but in the real world,

1120
00:46:42,866 --> 00:46:45,366
time and resources
are restricted.

1121
00:46:45,366 --> 00:46:47,200
So I'm wondering
if you could shed some light

1122
00:46:47,200 --> 00:46:52,033
on how you can accommodate
other types of visual thinkers

1123
00:46:52,033 --> 00:46:53,700
to learn successfully
in a classroom

1124
00:46:53,700 --> 00:46:55,533
that is not teaching
their thinking type.

1125
00:46:55,533 --> 00:46:58,200
- Well, I think classrooms
ought to be using more of

1126
00:46:58,200 --> 00:46:59,800
a variety of methods.

1127
00:46:59,800 --> 00:47:01,300
All right,
let's take something simple

1128
00:47:01,300 --> 00:47:03,200
like teaching reading.

1129
00:47:03,200 --> 00:47:05,033
You know, basically
you can teach it with phonics,

1130
00:47:05,033 --> 00:47:06,566
and I was
a phonics learner.

1131
00:47:06,566 --> 00:47:08,733
"Dick and Jane" books
were useless for me.

1132
00:47:08,733 --> 00:47:11,000
Other kids are
a whole word learner.

1133
00:47:11,000 --> 00:47:13,000
So you introduce it
both ways

1134
00:47:13,000 --> 00:47:17,366
because your end result is
I want them to be able to read.

1135
00:47:17,366 --> 00:47:19,433
And as soon as Mother started
teaching me with phonics,

1136
00:47:19,433 --> 00:47:22,100
I went from the th--
third grade--first grade level

1137
00:47:22,100 --> 00:47:23,733
of reading up to
sixth-grade level

1138
00:47:23,733 --> 00:47:26,333
in, like, 2 1/2 months.

1139
00:47:26,333 --> 00:47:28,800
I--your end result
is you want the kid to

1140
00:47:28,800 --> 00:47:30,566
be able to read.
You want the kid to be able to

1141
00:47:30,566 --> 00:47:33,100
find the area of a circle
or whatever thing you want

1142
00:47:33,100 --> 00:47:35,000
to teach.

1143
00:47:35,000 --> 00:47:37,233
You know, you use--
education gets

1144
00:47:37,233 --> 00:47:39,933
really bad
in top down fads.

1145
00:47:39,933 --> 00:47:42,733
So what saved me
on getting through college?

1146
00:47:42,733 --> 00:47:46,366
Because when I went to college,
of--algebra was not

1147
00:47:46,366 --> 00:47:50,133
the national required class.
It was finite math,

1148
00:47:50,133 --> 00:47:52,866
which was matrices,
probability, and statistics.

1149
00:47:52,866 --> 00:47:54,833
And with a whole ton
of tutoring,

1150
00:47:54,833 --> 00:47:57,266
I was able
to do that.

1151
00:47:57,266 --> 00:47:59,933
If it had been algebra,
I would have just been sunk.

1152
00:47:59,933 --> 00:48:01,166
You know,
what I think they need to do

1153
00:48:01,166 --> 00:48:04,533
on this math requirement
is allow substitution

1154
00:48:04,533 --> 00:48:06,533
of maybe algebra
with geometry

1155
00:48:06,533 --> 00:48:08,066
'cause there's a lot--
and I never got a chance

1156
00:48:08,066 --> 00:48:10,700
to take geometry.
That was a gigantic mistake

1157
00:48:10,700 --> 00:48:12,933
in my education.

1158
00:48:12,933 --> 00:48:16,500
Also I understand a lot
better with specific examples.

1159
00:48:16,500 --> 00:48:18,600
When I had to be tutored
in statistics,

1160
00:48:18,600 --> 00:48:22,000
okay, we're gonna do a t-test.
So we'd make up some data

1161
00:48:22,000 --> 00:48:25,600
for a simple experiment, um,
feeding cattle

1162
00:48:25,600 --> 00:48:27,866
two different kinds of feed
and seeing

1163
00:48:27,866 --> 00:48:29,133
if there's differences
in weight.

1164
00:48:29,133 --> 00:48:31,100
That's for a t-test.

1165
00:48:31,100 --> 00:48:33,333
You know, I had to use
a specific example

1166
00:48:33,333 --> 00:48:36,333
of an experiment
I can totally understand

1167
00:48:36,333 --> 00:48:39,700
you know, on how to use
each different statistical test.

1168
00:48:39,700 --> 00:48:40,933
Then understanding
things like

1169
00:48:40,933 --> 00:48:43,333
discreet and continuous
variables.

1170
00:48:43,333 --> 00:48:46,266
I used to love to drive
the statistics teacher crazy.

1171
00:48:46,266 --> 00:48:48,233
I said, "What do you do
with a truck scale that weighs

1172
00:48:48,233 --> 00:48:52,066
in five pound increments?"
That's not continuous.

1173
00:48:52,066 --> 00:48:55,400
Weight's usually
a continuous variable.

1174
00:48:58,833 --> 00:49:00,600
Okay, all right.

1175
00:49:00,600 --> 00:49:04,066
- So please--please join me
in thanking Dr. Temple Grandin

1176
00:49:04,066 --> 00:49:05,533
for an excellent talk.

1177
00:49:05,533 --> 00:49:08,533
[applause]