Friday Free-for-All #83: Double tech, impact, business

More random internet questions: Technology in education and in general, the pros and cons of IQ tests, and my ideal business

Friday Free for All

Here’s the next in an ongoing series in which I answer random questions generated by a website. Here are this week’s questions. Feel free to give your own answers or ask your own questions in the comments.

How can technology improve education? Can it hurt education?

Technology, when it comes to education, is a double-edged sword. On the one hand, it makes access to information so much easier. when I finished high school, we did have computers, but the internet was only just starting to develop, and it hadn’t gotten far enough while I was in college to make it all that useful.

Unfortunately, my school was not among the first six to receive a .edu domain and hence email for everyone. Hell, they hadn’t even received one by the time the 90s rolled around and I can’t remember the first time I got an email begging for money to which I wanted to reply, “Bitches, I already gave you enough that I’m still paying off, so just back off.”

But… technology is a double-edged sword in education because on the one hand, it can make learning and research too easy and, on the other hand, it can make learning and research too easy.

If that sounds like a contradiction, it’s not. These are two sides of the coin, which means that no matter how advanced technology gets or how integrated it becomes with our educational experience, it will always need experienced, trained humans to guide students through it.

On the positive side, if you need to look up quick facts about things, you can now do it in seconds from your own home or phone, with no need to make a trip to the library or pull that encyclopedia volume off the shelf. Or, right, no one has had a set of encyclopedias in their home since maybe the mid-90s.

But note that this only refers to simple facts, and you still have to be wary of your sources. Remember: Anyone can edit Wikipedia, and if you happen to hit the page on Edgar Allan Poe during that ten minutes when some joker added American Psycho to his list of works and you don’t know better, you’re going to wind up with a bad book report.

Not to say that Poe wouldn’t have written American Psycho if he lived in the last century, but he didn’t.

But with a proper teacher, or a curated and guided site, like Khan Academy, then education can be in very good hands via technology. But don’t fall prey to Prager “University” or its ilk, because that is the opposite of education. It’s indoctrination.

The other great benefit technology offers for education is the one we’ve seen over the last year and a half plus: Remote learning. It’s a boon for parents who also work from home, very helpful for children who might otherwise have issues interacting in person, and can also allow for parental involvement in their child’s educational process, which is very important to learning.

Well, as long as the parents just shut up and defer to the teacher. Because the dark side of that is what we’ve seen in contentious schoolboard meetings with angry and misguided parents protesting everything from mask and vaccine mandates to the actual content and curriculum, often with violent threats. And, yeah. We don’t need that shit. That helps no one.

Another downside to learning remotely can be social isolation. However, like it or not, the current generation of kids born in the last decade are probably going to grow up know as many people online as they know in real life, if not more, and will probably never meet them.

And you know what? That’s fine. I’ve been living in that world for at least the last 25 years or so, and since everyone has now been exposed to life via Zoom in the last 19 months, that’s only going to become more normal.

Then again, I was regularly doing video remote meetings fifteen years ago in a ridiculously high-tech room in which an entire wall was covered in super hi-def video screens, and we would have live meetings with the staff of our co-production company. We were in Glendale, U.S., and they were in Bristol, UK, but that tech created one long boardroom table that all of us sat around.

Okay, sure. No one had the tech or bandwidth to do this at home at that time, but just look at us now, and imagine where technology will be in another ten or twenty years.

Can it help education? Oh, hell yeah. But with one gigantic caveat. We will still and always need educators to keep rein on the tech to make sure that bad information is not leaking through. We will always need teachers no matter how well we think that our AI can teach.

And that is why this should become one of the most highly paid professions before the end of 2022.

Is there a limit to what humans can create through technology and science?

Of course there are, and those limits are written into the universe itself. We can never create a system that will propel anything with mass faster than light-speed — although we may be able to figure out how to travel through space without moving through space, effectively creating a warp drive or fold that will get us from point A to B without violating the universal speed limit.

We will probably also never be able to negate the force of gravity because it doesn’t seem to be a force mediated by a field or particle, but rather an intrinsic property of space and time. We might be able to manipulate space via achieving some sort of control over matter, and hence being able to concentrate gravity, though.

But this is all getting into Kardashev scale territory, which ranks a society based on how much energy they are able to exploit. We’re close to but not quite at Type I, which is harnessing all of the energy that reaches a planet from its star but, of course, all of the energy on our planet came from the Sun in the first place.

If we want to get to Type II, we’d need to harness all of the energy of our Sun, which would mean surrounding it in something like a Dyson Sphere, although this would be bad for planets that we don’t hook up to this energy boon. Remember: We’re only getting a little cone of sunlight that only hits half of our planet at a time. A sphere capturing everything would increase that power output enormously because it would expand that tiny cone to include the entire surface and circumference of the Sun in three dimensions.

Imagine the difference between shining the light and heat of an incandescent bulb through a small hole punched in a piece of carboard, and then imagine the light and heat created if you surrounded that bulb with a spherical screen that was entirely mirrored on the inside.

To get to Type III, good luck — you have to harvest all of the energy available in your own galaxy, which would probably make your galaxy go dark to the rest of the universe and might be a dead giveaway. Then again, if you can harness the energy of an entire galaxy, I don’t think that any non-Type III society would be a threat at all.

Kardashev never postulated a Type IV, but that society would be able to harness the power of the entire universe, although what they could actually do with it would be questionable. Maybe they could accelerate a ship with substantial mass to 99.99% the speed of light, but given universal distances, that would still be incredibly slow and, unless all that extra energy can somehow greatly extend the lifespans of organic creatures, it seems a useless party trick, really.

Still, there’s reason for optimism. Earth right now is at the Type 0 level, but we’re only a century or two away from Type I if we keep trying and, literally, aiming for the stars.

What single event has had the biggest impact on who you are?

I’ve discussed this before but, ultimately, it was that fucking IQ test my school gave me when I was seven, and I can’t believe that this bullshit persisted for so long. The long and short of it was that IQ tests were created early in the 20th century as yet another facet or institutional racism, founded in the ridiculous theory that some races were not as smart as others.

Of course, when your race is creating the test, you can skew to prove whatever you want it to, and that is exactly what IQ tests in western white society did.

If you were white and middle class, the whole thing was biased to fit right into your experiences, which is something you weren’t supposed to notice when you were seven years old, which is when they tested us.

And, surprise, surprise… little white kids tended to test much higher, while little black kids didn’t. It had nothing to do with intelligence, and everything to do with the test designers putting their thumb on the scale in favor of… well, you know.

Of course, by the time I took it, the melting pot of America had at least stirred enough that two other groups also did very well on the tests — Jews and Asians — but that was mostly a byproduct of decades and multiple generations of assimilation.

Their success would have driven the originators of the tests nuts, but it was actually a good thing, because I wound up with most of my friends through school being Asian and Jewish.

And how did that happen? Simple. The IQ test was pretty much a filing system for students, and what was determined in that short period of time in first grade changed everything that came after.

I happened to land in the “Profoundly Gifted” category, and that launched me into the school track that actually stuck me in the “Hey, y’all are super-privileged” slot. The two problems were that, for one thing, I didn’t know this and, for the other, while I may have been super-privileged in school, my parents were not super-connected, so it really didn’t advantage me much at all.

Maybe that’s a good thing, though. Because I always identified more with those other kids — the Jews and the Asians — and set out to be an artist. But because of that test, I wound up having the friends I did, making the choices I did, and never really bonding with other classmates who weren’t on my same track.

These were the ones who scored below me and here’s a funny thing. The ones who wound up in kind of the average track were also the ones who landed, in their adult lives, in conservative-ville and, sadly, are still living there. And I won’t say that it’s because they’re stupid. It’s just that they were steered in a direction that gave them less of an advantage in education.

I can only imagine what would have been different if I had tested three or four levels below where I landed. But everything that came later was born out of that, for good or for ill.

If you opened a business, what kind of business would it be?

This question has been on the list a long time, but every time it’s come up I’ve tended to ignore it. I guess I might as well answer. I don’t know why I was avoiding it because the answer was always obvious to me. Maybe it just seemed too simple or obvious to state.

Assuming unlimited funds, I would open a non-profit theatre center dedicated to three things: education in all aspects of theatre — writing, performance, directing, design, tech, etc.; development of new artists and their works; and actual production of those works, in several variations.

I imagine the place as having one large mainstage producing new works and pushing the boundaries of theatre technology and content, but there would also be a studio space which would produce the works of the students as a part of their training. You can’t really learn about theatre, after all, until you do productions, and it would work a lot like a university theatre program — everybody does everything at least once, whether it’s in their emphasis or not.

Ideally, the mainstage productions finance the training and studio. Attached to both would be the development labs, designed for writers and creators, with the student actors and dancers available for developmental workshops. These would eventually lead to productions in the studio space, with selected works possibly moving on to the mainstage or pitched to regional theatres.

It would take a space about the size of the L.A. Theatre Center, although maybe not quite as many stories. That building downtown is five stories up and five stories down, although the public usually only sees three of them, plus a small part of the first basement, which is where the restrooms are, located in what was originally a vault when the building was a bank.

In case you’re wondering, yes theatres do need that kind of height, although five stories is a bit unusual. In the case of LATC, it’s because of the way the theatres are arranged, with one of them actually being partly underground and going up several stories. Meanwhile, the largest house has a very steep audience section, and the smaller space that’s on the second level of the building itself goes up a couple of stories.

What you don’t see is what’s above those theatres, several of which have so-called fly-space, which has to be at least as high as the stage itself. That’s because these spaces hold set pieces or flats that are lowered onto the stage when needed. That process of lowering in theatre is also known as “flying in,” hence “fly space,” because these flats and such are often just referred to as flies.

Above the entire theatre, you can also find the light grids, which is where most of the various units that will be illuminating the stage will be living. This includes not only lights, but projectors, although any of these can also be located on the stage and in the wings.

So, anyway, it can be quite easy to wind up with a large theatre that goes up five stories, even if part of that space is also below ground. Surrounding the unused space above the public second floor were offices, costume shops, and various rehearsal spaces.

Meanwhile, downstairs was where they kept the prop and scenery shops, the dressing rooms, and so on. The first basement was also the floor accessible via the truck ramp off the back alley that led to the elephant doors. You need big doors to get big set pieces in and out.

Of course, even smaller theatres can have a bit of height and depth to them. When I worked at the El Portal with ComedySportz, we only had two theatres. One was about 300 seats, and the other was 49. But the main stage probably took up three stories as well, at least, although it was probably closer to four, because I don’t think people realized that the front end of the house after going down the various steps past the audience seats was actually a full story below street level.

And something even I didn’t know until one night when I was the last one out and the alarm system told me that there was a door ajar somewhere in the bowels of the place — the building had not one but two basements below the basement that was behind the platform under the stage itself.

It had the typical dressing rooms and storage and such, but the way it was designed, you just had to walk all the way through one level to take the steps down to the next. It was kind of a labyrinth in that regard. At least there was no Minotaur, and I didn’t have to leave a thread to find my way back out.

But I do digress. A building with the footprint size and height of the El Portal would actually be perfect for my imagined theatre center, although I would make damn sure that the offices on the second and third floors had windows. That, and go for a much more mid-century modern/futurist design aesthetic, rather than attempted 1890s brothel.

Oh — and parking. The place would have to have plenty of parking on site for students, staff, and guests, with students and staff having designated spots and permits, and guests never having to pay. I guess that might add a couple of stories to it, or we could just use the front half of the basement levels for parking and the back half for all of the dressing room and design space.

But, sadly, it’s one of those dreams only achievable with a major lottery win or some other sudden pot of gold moment.

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