WEBVTT 00:00:00.000 --> 00:00:00.570 align:middle line:90% 00:00:00.570 --> 00:00:02.370 align:middle line:84% The following content is provided 00:00:02.370 --> 00:00:06.330 align:middle line:84% by MIT Open OpenCourseWare under a Creative Commons license. 00:00:06.330 --> 00:00:08.430 align:middle line:84% Additional information about our license, 00:00:08.430 --> 00:00:10.800 align:middle line:84% and MIT OpenCourseWare in general, 00:00:10.800 --> 00:00:14.670 align:middle line:90% is available at ocw.mit.edu. 00:00:14.670 --> 00:00:20.430 align:middle line:84% TAFT BROOME: So comments, questions, 00:00:20.430 --> 00:00:24.267 align:middle line:90% anything about Thursday? 00:00:24.267 --> 00:00:27.690 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:00:27.690 --> 00:00:30.490 align:middle line:84% TAFT BROOME: On the narrative ethics? 00:00:30.490 --> 00:00:31.480 align:middle line:90% Yeah. 00:00:31.480 --> 00:00:37.160 align:middle line:84% Yeah, you all didn't get a chance to do your-- 00:00:37.160 --> 00:00:45.615 align:middle line:84% AUDIENCE: When I was [INAUDIBLE] the way I [INAUDIBLE] 00:00:45.615 --> 00:00:46.570 align:middle line:90% TAFT BROOME: Yeah. 00:00:46.570 --> 00:00:52.550 align:middle line:84% AUDIENCE: [INAUDIBLE] was pointing out 00:00:52.550 --> 00:00:59.990 align:middle line:84% that both of these [INAUDIBLE] structures that are common 00:00:59.990 --> 00:01:08.874 align:middle line:84% [INAUDIBLE] so when you were [INAUDIBLE] pointed out 00:01:08.874 --> 00:01:11.258 align:middle line:90% [INAUDIBLE] 00:01:11.258 --> 00:01:12.050 align:middle line:90% TAFT BROOME: Right. 00:01:12.050 --> 00:01:25.958 align:middle line:84% AUDIENCE: [INAUDIBLE] are talking about [INAUDIBLE] 00:01:25.958 --> 00:01:31.610 align:middle line:84% And that was that there is always 00:01:31.610 --> 00:01:36.620 align:middle line:84% someone that lives in a culture that is [INAUDIBLE] 00:01:36.620 --> 00:01:40.810 align:middle line:90% a rational [INAUDIBLE] 00:01:40.810 --> 00:01:46.140 align:middle line:84% AUDIENCE: [INAUDIBLE] but it is another structure that 00:01:46.140 --> 00:01:52.180 align:middle line:84% [INAUDIBLE] And I thought that was [? cool. ?] 00:01:52.180 --> 00:01:56.510 align:middle line:84% TAFT BROOME: What he said was something that I did not know, 00:01:56.510 --> 00:01:59.140 align:middle line:84% but if I was taking a test, would probably 00:01:59.140 --> 00:02:08.419 align:middle line:84% guess it, that you do have a cultural building 00:02:08.419 --> 00:02:12.770 align:middle line:84% and monitoring mechanism in all cultures. 00:02:12.770 --> 00:02:15.740 align:middle line:84% People just don't go around doing what they're going to do. 00:02:15.740 --> 00:02:19.610 align:middle line:84% I mean, somebody is sitting down watching and talking about it, 00:02:19.610 --> 00:02:23.220 align:middle line:90% and then passing it down. 00:02:23.220 --> 00:02:29.975 align:middle line:84% But I did not know that that was a universal phenomenon. 00:02:29.975 --> 00:02:32.250 align:middle line:90% AUDIENCE: Yeah. 00:02:32.250 --> 00:02:38.754 align:middle line:90% Yeah, I was [INAUDIBLE] 00:02:38.754 --> 00:02:42.130 align:middle line:84% TAFT BROOME: Yeah, that was a sweeping statement. 00:02:42.130 --> 00:02:45.220 align:middle line:84% See, I had this picture that at least, wherever you go, 00:02:45.220 --> 00:02:47.020 align:middle line:84% there's a tradition, and the tradition 00:02:47.020 --> 00:02:49.420 align:middle line:90% is known and is handed down. 00:02:49.420 --> 00:02:56.630 align:middle line:84% I didn't know that it was discussed 00:02:56.630 --> 00:03:01.130 align:middle line:84% and that people always have it as subject matter. 00:03:01.130 --> 00:03:04.370 align:middle line:84% I don't if they're changing it, but it's more than just 00:03:04.370 --> 00:03:05.810 align:middle line:90% handing it down. 00:03:05.810 --> 00:03:09.320 align:middle line:84% It's more than just having one person who knows it 00:03:09.320 --> 00:03:14.427 align:middle line:84% and everybody hands it down, and you just go from day to day. 00:03:14.427 --> 00:03:15.260 align:middle line:90% It's more than that. 00:03:15.260 --> 00:03:25.010 align:middle line:84% What they actually do have is an academic community, a community 00:03:25.010 --> 00:03:31.310 align:middle line:84% that not only transmits culture, but advances and preserves it. 00:03:31.310 --> 00:03:37.860 align:middle line:90% 00:03:37.860 --> 00:03:39.610 align:middle line:84% Now they probably don't do research on it, 00:03:39.610 --> 00:03:47.385 align:middle line:84% but they're talking about it in terms of current problems. 00:03:47.385 --> 00:03:48.840 align:middle line:90% AUDIENCE: Right. 00:03:48.840 --> 00:03:57.870 align:middle line:84% Well, and he suggested that sort of the way in all cultures 00:03:57.870 --> 00:04:02.040 align:middle line:84% that those critics evaluate the norms 00:04:02.040 --> 00:04:08.440 align:middle line:84% is whether or not it promotes human flourishing. 00:04:08.440 --> 00:04:09.910 align:middle line:90% TAFT BROOME: Yes. 00:04:09.910 --> 00:04:11.410 align:middle line:84% AUDIENCE: And that's where he quoted 00:04:11.410 --> 00:04:15.775 align:middle line:84% Thomas Pope, that philosopher that I was talking about. 00:04:15.775 --> 00:04:21.850 align:middle line:84% TAFT BROOME: Well, flourishing comes out of Plato. 00:04:21.850 --> 00:04:28.060 align:middle line:84% And it's still very popular, but in different terms. 00:04:28.060 --> 00:04:33.050 align:middle line:90% 00:04:33.050 --> 00:04:36.070 align:middle line:84% I'll tell you I tell you what I think 00:04:36.070 --> 00:04:40.240 align:middle line:84% is the best way to describe human flourishing, 00:04:40.240 --> 00:04:45.490 align:middle line:84% and that is the advertisement of the United States Marine Corps, 00:04:45.490 --> 00:04:46.720 align:middle line:90% be all that you can be. 00:04:46.720 --> 00:04:51.110 align:middle line:90% 00:04:51.110 --> 00:04:55.400 align:middle line:84% It's not exactly destiny that I talk about. 00:04:55.400 --> 00:04:57.110 align:middle line:84% But destiny is being all that you can 00:04:57.110 --> 00:05:01.280 align:middle line:90% be too, so human flourishing. 00:05:01.280 --> 00:05:03.800 align:middle line:84% You've got to have a community where each individual can 00:05:03.800 --> 00:05:10.150 align:middle line:84% be all that they can be without breaking the community up 00:05:10.150 --> 00:05:11.825 align:middle line:90% into pieces. 00:05:11.825 --> 00:05:14.960 align:middle line:84% AUDIENCE: So the balance of the individual and the community 00:05:14.960 --> 00:05:15.680 align:middle line:90% flourishing. 00:05:15.680 --> 00:05:17.150 align:middle line:90% TAFT BROOME: Yes. 00:05:17.150 --> 00:05:19.250 align:middle line:84% So there's an individual definition, 00:05:19.250 --> 00:05:22.550 align:middle line:84% there's a collective definition, and there's 00:05:22.550 --> 00:05:30.680 align:middle line:84% some kind of presumption that harmony can exist 00:05:30.680 --> 00:05:32.495 align:middle line:90% between individual and society. 00:05:32.495 --> 00:05:35.270 align:middle line:90% 00:05:35.270 --> 00:05:39.530 align:middle line:84% But I think you ought to get your own perspective 00:05:39.530 --> 00:05:42.290 align:middle line:84% on human flourishing, and I think a good place to start 00:05:42.290 --> 00:05:42.980 align:middle line:90% is with Plato. 00:05:42.980 --> 00:05:50.900 align:middle line:90% 00:05:50.900 --> 00:05:51.400 align:middle line:90% OK. 00:05:51.400 --> 00:05:55.090 align:middle line:90% 00:05:55.090 --> 00:05:58.490 align:middle line:84% Any other observations, comments, criticisms, 00:05:58.490 --> 00:05:59.420 align:middle line:90% critiques? 00:05:59.420 --> 00:06:02.836 align:middle line:90% 00:06:02.836 --> 00:06:08.310 align:middle line:84% AUDIENCE: I think that was the biggest point [INAUDIBLE] I 00:06:08.310 --> 00:06:12.640 align:middle line:84% mean, that was what impressed me most was [INAUDIBLE] tough 00:06:12.640 --> 00:06:15.002 align:middle line:84% issue, how do you deal with all these different cultures 00:06:15.002 --> 00:06:19.762 align:middle line:84% and all these established [INAUDIBLE] judgement 00:06:19.762 --> 00:06:28.610 align:middle line:84% [INAUDIBLE] what does flourishing mean? 00:06:28.610 --> 00:06:30.438 align:middle line:84% [? And that's kind of ?] [INAUDIBLE].. 00:06:30.438 --> 00:06:33.180 align:middle line:90% 00:06:33.180 --> 00:06:36.908 align:middle line:84% And I'm sure that's culturally independent also [INAUDIBLE] 00:06:36.908 --> 00:06:38.666 align:middle line:90% flourishing probably [INAUDIBLE] 00:06:38.666 --> 00:06:39.550 align:middle line:90% TAFT BROOME: Yeah. 00:06:39.550 --> 00:06:41.490 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:06:41.490 --> 00:06:42.240 align:middle line:90% TAFT BROOME: Yeah. 00:06:42.240 --> 00:06:47.400 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:06:47.400 --> 00:06:53.760 align:middle line:84% AUDIENCE: Which is maybe the one possibility for a weakness 00:06:53.760 --> 00:06:56.620 align:middle line:90% in [INAUDIBLE] argument. 00:06:56.620 --> 00:07:00.820 align:middle line:84% He says the critique of a culture, 00:07:00.820 --> 00:07:03.940 align:middle line:84% in so far as how it allows for human flourishing, 00:07:03.940 --> 00:07:06.400 align:middle line:90% is common across all cultures. 00:07:06.400 --> 00:07:09.325 align:middle line:84% But what if human flourishing is different across all cultures? 00:07:09.325 --> 00:07:11.400 align:middle line:90% TAFT BROOME: Yeah. 00:07:11.400 --> 00:07:11.900 align:middle line:90% Yeah. 00:07:11.900 --> 00:07:14.720 align:middle line:90% 00:07:14.720 --> 00:07:16.066 align:middle line:90% Anyway, go ahead. 00:07:16.066 --> 00:07:20.270 align:middle line:84% [INAUDIBLE] Well, I had some question about that. 00:07:20.270 --> 00:07:22.270 align:middle line:84% Well, no, I did not have questions about it. 00:07:22.270 --> 00:07:26.110 align:middle line:84% I wanted to think more about that one. 00:07:26.110 --> 00:07:36.100 align:middle line:84% Because that's just one view on a goal for moral conduct. 00:07:36.100 --> 00:07:40.430 align:middle line:84% It's just one view and there's other views. 00:07:40.430 --> 00:07:46.588 align:middle line:84% And I'll tell you what really gave me some pause about that. 00:07:46.588 --> 00:07:50.750 align:middle line:90% 00:07:50.750 --> 00:07:53.090 align:middle line:84% See, I have these three ways of life 00:07:53.090 --> 00:07:56.930 align:middle line:84% that I learned from Joseph Campbell. 00:07:56.930 --> 00:07:58.820 align:middle line:84% And I added a little something to it 00:07:58.820 --> 00:08:01.020 align:middle line:84% that seemed to make a lot of sense to me. 00:08:01.020 --> 00:08:03.770 align:middle line:84% And one of them is this way of the primary mask, where 00:08:03.770 --> 00:08:06.590 align:middle line:90% you give up your personality. 00:08:06.590 --> 00:08:09.920 align:middle line:84% Better stated, you give up your individuality 00:08:09.920 --> 00:08:12.140 align:middle line:84% in order to assume a particular kind of role. 00:08:12.140 --> 00:08:14.690 align:middle line:90% 00:08:14.690 --> 00:08:27.847 align:middle line:84% Now I don't think that the Greeks had a whole lot 00:08:27.847 --> 00:08:28.680 align:middle line:90% of respect for that. 00:08:28.680 --> 00:08:32.520 align:middle line:90% 00:08:32.520 --> 00:08:35.990 align:middle line:84% And so when you start talking about the Greeks talking 00:08:35.990 --> 00:08:39.260 align:middle line:84% about human flourishing, I don't think 00:08:39.260 --> 00:08:42.650 align:middle line:84% they're talking about wear a primary mask. 00:08:42.650 --> 00:08:44.390 align:middle line:84% And I think that the wear a primary mask 00:08:44.390 --> 00:08:50.180 align:middle line:84% is very popular east of Greece in those days, Persians, 00:08:50.180 --> 00:08:52.850 align:middle line:84% going out to the Chinese, and others. 00:08:52.850 --> 00:08:58.040 align:middle line:84% And when we start talking about Greek philosophy-- 00:08:58.040 --> 00:09:00.583 align:middle line:90% 00:09:00.583 --> 00:09:02.000 align:middle line:84% you may disagree with this-- but I 00:09:02.000 --> 00:09:05.018 align:middle line:84% think that we have to remember when 00:09:05.018 --> 00:09:06.560 align:middle line:84% we talk about Greek philosophy, we're 00:09:06.560 --> 00:09:10.800 align:middle line:84% talking about the people who invented democracy. 00:09:10.800 --> 00:09:15.030 align:middle line:84% So we're talking about the primacy of the individual. 00:09:15.030 --> 00:09:21.170 align:middle line:84% And when you go outside of that kind of a culture 00:09:21.170 --> 00:09:23.030 align:middle line:84% and the primacy is not the individual, 00:09:23.030 --> 00:09:26.960 align:middle line:84% the primacy is a role in society, 00:09:26.960 --> 00:09:30.480 align:middle line:84% then I think you've got a conflict. 00:09:30.480 --> 00:09:39.560 align:middle line:84% And I think that the conflict is not bad. 00:09:39.560 --> 00:09:43.040 align:middle line:84% I think that people just have different ways of thinking, OK? 00:09:43.040 --> 00:09:44.930 align:middle line:84% And there are probably ways for them 00:09:44.930 --> 00:09:48.380 align:middle line:84% to be worked out when people have to live together. 00:09:48.380 --> 00:09:50.900 align:middle line:84% But I don't think that people should be forced 00:09:50.900 --> 00:09:53.120 align:middle line:90% to think one way or another. 00:09:53.120 --> 00:09:56.030 align:middle line:84% It's good to know what other people think. 00:09:56.030 --> 00:09:59.420 align:middle line:84% And if their thoughts are defensible, 00:09:59.420 --> 00:10:01.790 align:middle line:90% then they should be valued. 00:10:01.790 --> 00:10:04.040 align:middle line:84% And you should look for ways to get along. 00:10:04.040 --> 00:10:06.980 align:middle line:84% But I don't think that people should walk around 00:10:06.980 --> 00:10:08.705 align:middle line:90% the world without debate. 00:10:08.705 --> 00:10:12.550 align:middle line:90% 00:10:12.550 --> 00:10:16.300 align:middle line:84% And so when he mentioned the flourishing part, 00:10:16.300 --> 00:10:19.870 align:middle line:84% he went from something universal to something 00:10:19.870 --> 00:10:21.216 align:middle line:90% that was not universal. 00:10:21.216 --> 00:10:23.000 align:middle line:90% AUDIENCE: Right. 00:10:23.000 --> 00:10:26.200 align:middle line:84% TAFT BROOME: So the observations-- 00:10:26.200 --> 00:10:28.930 align:middle line:84% the scientific, more or less, observations. 00:10:28.930 --> 00:10:44.040 align:middle line:84% The descriptive ethics, he found universal themes. 00:10:44.040 --> 00:10:49.170 align:middle line:84% But then when he started talking about normative ethics, what 00:10:49.170 --> 00:10:52.770 align:middle line:84% should be the goal, what constitutes a goal, 00:10:52.770 --> 00:10:55.510 align:middle line:90% then I am not so sure. 00:10:55.510 --> 00:10:56.760 align:middle line:90% I need to think about it more. 00:10:56.760 --> 00:11:00.240 align:middle line:84% But I'm not so sure that that has 00:11:00.240 --> 00:11:06.800 align:middle line:84% the power that the other part had in terms of universality. 00:11:06.800 --> 00:11:09.780 align:middle line:84% AUDIENCE: That's interesting that you 00:11:09.780 --> 00:11:12.193 align:middle line:90% say that's what gave you pause. 00:11:12.193 --> 00:11:14.610 align:middle line:84% Because what I was going to say was the most surprising to 00:11:14.610 --> 00:11:18.660 align:middle line:84% me was his willingness, in fact, his insistence 00:11:18.660 --> 00:11:23.780 align:middle line:90% on not being morally relative. 00:11:23.780 --> 00:11:26.400 align:middle line:90% 00:11:26.400 --> 00:11:28.900 align:middle line:84% One of the first things he told me when I was talking to him 00:11:28.900 --> 00:11:32.248 align:middle line:84% was I don't think we have to be morally relative. 00:11:32.248 --> 00:11:36.842 align:middle line:84% I think there are universal [INAUDIBLE] to evaluate. 00:11:36.842 --> 00:11:38.300 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:11:38.300 --> 00:11:41.630 align:middle line:84% AUDIENCE: Oh, on Thursday, we had a lecture. 00:11:41.630 --> 00:11:42.710 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:11:42.710 --> 00:11:43.220 align:middle line:90% TAFT BROOME: [INAUDIBLE] 00:11:43.220 --> 00:11:44.720 align:middle line:84% AUDIENCE: [INAUDIBLE] I'm talking about the [INAUDIBLE].. 00:11:44.720 --> 00:11:45.660 align:middle line:90% AUDIENCE: Oh, OK. 00:11:45.660 --> 00:11:46.777 align:middle line:90% AUDIENCE: Sorry. 00:11:46.777 --> 00:11:52.240 align:middle line:84% AUDIENCE: [INAUDIBLE] So I was just surprised 00:11:52.240 --> 00:11:56.290 align:middle line:84% to hear a scholar come from a starting point of really 00:11:56.290 --> 00:12:00.846 align:middle line:84% wanting to have a hierarchy of culture. 00:12:00.846 --> 00:12:05.537 align:middle line:84% AUDIENCE: Actually, that's [INAUDIBLE] I don't know, 00:12:05.537 --> 00:12:07.120 align:middle line:84% that's the thing that left the biggest 00:12:07.120 --> 00:12:09.390 align:middle line:84% impression on me, that he wasn't afraid to do that. 00:12:09.390 --> 00:12:10.598 align:middle line:90% TAFT BROOME: (LAUGHING) Yeah. 00:12:10.598 --> 00:12:17.843 align:middle line:84% AUDIENCE: [INAUDIBLE] I'll have to think about it more. 00:12:17.843 --> 00:12:20.621 align:middle line:90% [INAUDIBLE] 00:12:20.621 --> 00:12:23.310 align:middle line:84% TAFT BROOME: One thing that I've heard him speak about before-- 00:12:23.310 --> 00:12:25.950 align:middle line:90% 00:12:25.950 --> 00:12:27.960 align:middle line:84% and we're not just talking about him. 00:12:27.960 --> 00:12:30.810 align:middle line:84% You can criticize me and you can criticize 00:12:30.810 --> 00:12:37.350 align:middle line:84% what I said about [? Winston. ?] But one thing he didn't 00:12:37.350 --> 00:12:39.790 align:middle line:90% have time to talk about-- 00:12:39.790 --> 00:12:41.610 align:middle line:84% and if he had more time, I'm sure he 00:12:41.610 --> 00:12:45.060 align:middle line:84% would have talked about-- but he's 00:12:45.060 --> 00:12:51.260 align:middle line:84% an activist with Nigerian issues. 00:12:51.260 --> 00:12:56.505 align:middle line:84% So the things he talks about are not purely theoretical. 00:12:56.505 --> 00:12:57.880 align:middle line:84% AUDIENCE: Yeah, it seemed to come 00:12:57.880 --> 00:13:00.040 align:middle line:90% from a place of experience. 00:13:00.040 --> 00:13:04.500 align:middle line:84% TAFT BROOME: Yeah, he applies what he does. 00:13:04.500 --> 00:13:06.740 align:middle line:90% He's quite serious. 00:13:06.740 --> 00:13:07.240 align:middle line:90% Yeah. 00:13:07.240 --> 00:13:15.200 align:middle line:84% AUDIENCE: If we have time [INAUDIBLE] 00:13:15.200 --> 00:13:16.505 align:middle line:90% if you have time [INAUDIBLE] 00:13:16.505 --> 00:13:17.810 align:middle line:84% TAFT BROOME: Well, it's a good review. 00:13:17.810 --> 00:13:18.935 align:middle line:90% It won't take but a minute. 00:13:18.935 --> 00:13:23.580 align:middle line:90% 00:13:23.580 --> 00:13:28.740 align:middle line:84% Mythology talks about three different ways a person 00:13:28.740 --> 00:13:30.255 align:middle line:90% can conduct one's life. 00:13:30.255 --> 00:13:33.960 align:middle line:90% 00:13:33.960 --> 00:13:38.370 align:middle line:84% One is called the individual way. 00:13:38.370 --> 00:13:43.800 align:middle line:84% And that's where a person has to grow up 00:13:43.800 --> 00:13:48.330 align:middle line:84% by separating oneself out from the group, 00:13:48.330 --> 00:13:55.440 align:middle line:84% finding one's own destiny by going out into the world 00:13:55.440 --> 00:14:01.860 align:middle line:84% and fighting dragons, winning the Holy Grail, so to speak, 00:14:01.860 --> 00:14:05.770 align:middle line:84% and bringing it back and sharing it with everybody. 00:14:05.770 --> 00:14:09.420 align:middle line:84% And one of the lessons of all of that, it seems to me, 00:14:09.420 --> 00:14:15.300 align:middle line:84% from mythology is that if you have a leader that 00:14:15.300 --> 00:14:21.300 align:middle line:84% has power, like a king, then you want a person who 00:14:21.300 --> 00:14:23.010 align:middle line:90% has gone the individual way. 00:14:23.010 --> 00:14:25.980 align:middle line:84% Because that's a person who not only knows how to use power-- 00:14:25.980 --> 00:14:27.210 align:middle line:90% has fought dragons-- 00:14:27.210 --> 00:14:32.400 align:middle line:84% but will do it in your interest, not for his own. 00:14:32.400 --> 00:14:34.800 align:middle line:84% So that's called the individual way. 00:14:34.800 --> 00:14:38.730 align:middle line:84% There's one called the way of the primary mask, where 00:14:38.730 --> 00:14:43.200 align:middle line:84% a person comes to a point in one's life 00:14:43.200 --> 00:14:47.970 align:middle line:84% where they give up their individuality 00:14:47.970 --> 00:14:56.220 align:middle line:84% and become mother or father or king or whomever. 00:14:56.220 --> 00:14:58.470 align:middle line:84% And they define their lives first 00:14:58.470 --> 00:15:01.514 align:middle line:84% in terms of their role responsibilities. 00:15:01.514 --> 00:15:03.306 align:middle line:84% AUDIENCE: [? That's only ?] [? one mask. ?] 00:15:03.306 --> 00:15:06.495 align:middle line:84% TAFT BROOME: That's called the way of the primary mask. 00:15:06.495 --> 00:15:09.780 align:middle line:90% It's just a name. 00:15:09.780 --> 00:15:15.162 align:middle line:84% And then there is another way that I give a name to. 00:15:15.162 --> 00:15:16.870 align:middle line:84% People talk about it, I didn't invent it, 00:15:16.870 --> 00:15:21.240 align:middle line:84% but I just didn't see where anybody gave it a name. 00:15:21.240 --> 00:15:24.270 align:middle line:90% And I call it the popular way. 00:15:24.270 --> 00:15:28.770 align:middle line:84% And that's the way a person does not go out, 00:15:28.770 --> 00:15:32.730 align:middle line:84% does not assume a role, but just demonstrates 00:15:32.730 --> 00:15:34.920 align:middle line:90% how to be a good citizen. 00:15:34.920 --> 00:15:38.310 align:middle line:84% And I've used some examples, and one example of that 00:15:38.310 --> 00:15:39.780 align:middle line:90% is Socrates. 00:15:39.780 --> 00:15:43.200 align:middle line:90% Socrates was not a leader. 00:15:43.200 --> 00:15:47.460 align:middle line:84% Socrates was one of the populists. 00:15:47.460 --> 00:15:55.530 align:middle line:84% But he was a model at being a good citizen, 00:15:55.530 --> 00:15:58.620 align:middle line:90% a good ordinary person. 00:15:58.620 --> 00:16:04.710 align:middle line:84% Now you can go different places in the academy 00:16:04.710 --> 00:16:07.440 align:middle line:90% and find the same lesson. 00:16:07.440 --> 00:16:14.700 align:middle line:84% Now one place that I've mentioned in this class, which 00:16:14.700 --> 00:16:17.610 align:middle line:90% is what religion does. 00:16:17.610 --> 00:16:21.550 align:middle line:84% Religion tries to give an example 00:16:21.550 --> 00:16:27.420 align:middle line:84% in the spiritual world of how to conduct our lives 00:16:27.420 --> 00:16:29.220 align:middle line:90% in the material world. 00:16:29.220 --> 00:16:31.560 align:middle line:84% And one of those examples they try to give us 00:16:31.560 --> 00:16:34.140 align:middle line:90% is an example of the family. 00:16:34.140 --> 00:16:36.870 align:middle line:84% In Christian religion, that example 00:16:36.870 --> 00:16:44.370 align:middle line:84% is called the Trinity, God the Son, God the Father, God 00:16:44.370 --> 00:16:46.350 align:middle line:90% the Holy Spirit. 00:16:46.350 --> 00:16:49.650 align:middle line:84% So the son is supposed to demonstrate 00:16:49.650 --> 00:16:53.760 align:middle line:84% how to be a good child in the family, [INAUDIBLE].. 00:16:53.760 --> 00:16:57.300 align:middle line:84% The father is supposed to show what the father's role is. 00:16:57.300 --> 00:16:59.250 align:middle line:84% And the Holy Spirit is supposed to show 00:16:59.250 --> 00:17:00.960 align:middle line:90% what the mother's role is. 00:17:00.960 --> 00:17:04.349 align:middle line:84% And if you understand that and use it 00:17:04.349 --> 00:17:07.290 align:middle line:84% as authority for the same structure 00:17:07.290 --> 00:17:15.300 align:middle line:90% in other divisions of society-- 00:17:15.300 --> 00:17:19.410 align:middle line:84% the family, community, work, and different places-- 00:17:19.410 --> 00:17:23.490 align:middle line:84% then that's supposed to make harmony for the whole society. 00:17:23.490 --> 00:17:25.540 align:middle line:84% So there's a good engineering word for all of it 00:17:25.540 --> 00:17:27.540 align:middle line:90% this called fractal. 00:17:27.540 --> 00:17:29.220 align:middle line:90% You have the whole. 00:17:29.220 --> 00:17:30.720 align:middle line:84% And then when you look at the parts, 00:17:30.720 --> 00:17:33.108 align:middle line:90% you see the whole repeated. 00:17:33.108 --> 00:17:34.650 align:middle line:84% Then when you look at a smaller part, 00:17:34.650 --> 00:17:36.990 align:middle line:84% you see the whole repeated again. 00:17:36.990 --> 00:17:42.030 align:middle line:84% And that concept goes across different religions. 00:17:42.030 --> 00:17:44.410 align:middle line:84% You might want to talk about that. 00:17:44.410 --> 00:17:48.270 align:middle line:84% But it seems to be very effective 00:17:48.270 --> 00:17:52.500 align:middle line:84% that if you learn how to be a good citizen of the family, 00:17:52.500 --> 00:17:54.570 align:middle line:84% then it doesn't take a whole lot more 00:17:54.570 --> 00:17:56.820 align:middle line:84% to be a good citizen of the community 00:17:56.820 --> 00:18:00.730 align:middle line:84% and of these other social institutions. 00:18:00.730 --> 00:18:09.000 align:middle line:84% So that's what I was talking about, in that in a democracy, 00:18:09.000 --> 00:18:14.190 align:middle line:84% the individual way is respected a lot. 00:18:14.190 --> 00:18:17.710 align:middle line:84% The way of the primary mask is not. 00:18:17.710 --> 00:18:20.880 align:middle line:84% You're supposed to hold onto your individuality 00:18:20.880 --> 00:18:23.300 align:middle line:90% in a democracy. 00:18:23.300 --> 00:18:28.460 align:middle line:84% In communism, the individual way is not respected. 00:18:28.460 --> 00:18:32.510 align:middle line:84% The way of the primary mask is respected. 00:18:32.510 --> 00:18:34.640 align:middle line:84% You're supposed to come to the realization 00:18:34.640 --> 00:18:37.130 align:middle line:84% somewhere early in your life where the state is more 00:18:37.130 --> 00:18:38.770 align:middle line:90% important than the individual. 00:18:38.770 --> 00:18:41.650 align:middle line:90% 00:18:41.650 --> 00:18:48.820 align:middle line:84% And so as the world becomes more a global society, 00:18:48.820 --> 00:18:51.670 align:middle line:84% then the stresses of trying to make all three 00:18:51.670 --> 00:18:56.920 align:middle line:84% of these ways work become stronger. 00:18:56.920 --> 00:18:59.290 align:middle line:84% And we just have to find ways to deal with it. 00:18:59.290 --> 00:19:03.860 align:middle line:84% AUDIENCE: Do you see a conflict between these three [INAUDIBLE] 00:19:03.860 --> 00:19:08.120 align:middle line:84% TAFT BROOME: I see a conflict between human flourishing 00:19:08.120 --> 00:19:12.380 align:middle line:90% and the way of the primary mask. 00:19:12.380 --> 00:19:14.480 align:middle line:90% That's what I see. 00:19:14.480 --> 00:19:16.520 align:middle line:90% It's worthy of debate. 00:19:16.520 --> 00:19:20.105 align:middle line:84% But I've given that some thought over the last couple of years. 00:19:20.105 --> 00:19:23.520 align:middle line:90% 00:19:23.520 --> 00:19:28.800 align:middle line:84% But I think the concept of human flourishing 00:19:28.800 --> 00:19:35.220 align:middle line:84% as a goal is as justifiable as any other 00:19:35.220 --> 00:19:36.885 align:middle line:90% what I would call great concept. 00:19:36.885 --> 00:19:38.760 align:middle line:84% I'm not talking about something that somebody 00:19:38.760 --> 00:19:40.290 align:middle line:90% thought of yesterday. 00:19:40.290 --> 00:19:43.860 align:middle line:84% It's something that's been tested. 00:19:43.860 --> 00:19:46.140 align:middle line:84% So any other view that I come up with 00:19:46.140 --> 00:19:51.300 align:middle line:84% will exhibit some of the same weaknesses. 00:19:51.300 --> 00:19:55.440 align:middle line:84% It's just that I don't see that one fitting in as 00:19:55.440 --> 00:20:01.320 align:middle line:84% a global concept like the other concepts that [INAUDIBLE] 00:20:01.320 --> 00:20:04.140 align:middle line:84% was talking about that I thought were global. 00:20:04.140 --> 00:20:05.400 align:middle line:90% I would see them as global. 00:20:05.400 --> 00:20:09.900 align:middle line:90% 00:20:09.900 --> 00:20:15.630 align:middle line:84% So in ways that I didn't describe earlier, 00:20:15.630 --> 00:20:18.120 align:middle line:84% Joseph Campbell does the same thing. 00:20:18.120 --> 00:20:20.460 align:middle line:84% Joseph Campbell, depending on which 00:20:20.460 --> 00:20:22.770 align:middle line:84% lecture you're listening to, can drift off 00:20:22.770 --> 00:20:26.850 align:middle line:84% into cultural anthropology and stay there. 00:20:26.850 --> 00:20:29.670 align:middle line:84% He can get very much involved in it. 00:20:29.670 --> 00:20:33.690 align:middle line:84% And then he'll start talking about how 00:20:33.690 --> 00:20:39.750 align:middle line:84% you'll find the same rituals in all societies. 00:20:39.750 --> 00:20:42.450 align:middle line:90% 00:20:42.450 --> 00:20:48.150 align:middle line:84% For example, there's one ritual where it's in where? 00:20:48.150 --> 00:20:59.520 align:middle line:90% 00:20:59.520 --> 00:21:02.805 align:middle line:84% I can see the island in my head, it's in Southeast Asia. 00:21:02.805 --> 00:21:09.335 align:middle line:90% 00:21:09.335 --> 00:21:10.460 align:middle line:90% Can't think of the country. 00:21:10.460 --> 00:21:17.160 align:middle line:84% But when two people get married, then there's 00:21:17.160 --> 00:21:26.910 align:middle line:84% this big celebration where they build this tunnel out 00:21:26.910 --> 00:21:30.090 align:middle line:90% of grasses and weeds and things. 00:21:30.090 --> 00:21:33.630 align:middle line:84% And then there's this bulge at the end. 00:21:33.630 --> 00:21:38.850 align:middle line:84% And the two people come into the tunnel from different sides 00:21:38.850 --> 00:21:41.110 align:middle line:90% and they crawl through it. 00:21:41.110 --> 00:21:44.040 align:middle line:84% And when they come out at the other end, 00:21:44.040 --> 00:21:46.650 align:middle line:90% everybody goes berserk. 00:21:46.650 --> 00:21:47.860 align:middle line:90% Oh, it's a great thing. 00:21:47.860 --> 00:21:50.410 align:middle line:84% Well, what it is that it's really born again. 00:21:50.410 --> 00:21:53.440 align:middle line:90% That's the Fallopian tube. 00:21:53.440 --> 00:21:56.670 align:middle line:84% Now the two parts of the egg have come together, 00:21:56.670 --> 00:21:59.610 align:middle line:90% and they've come out as one. 00:21:59.610 --> 00:22:03.000 align:middle line:90% And whoever the person was-- 00:22:03.000 --> 00:22:05.040 align:middle line:84% if you call him Jim in our society 00:22:05.040 --> 00:22:09.810 align:middle line:84% and Lorraine-- they come out, they're different names, 00:22:09.810 --> 00:22:12.000 align:middle line:90% and they've come out as one. 00:22:12.000 --> 00:22:18.600 align:middle line:84% And the whole village goes berserk. 00:22:18.600 --> 00:22:20.460 align:middle line:84% Well, I mean, doesn't that sound familiar? 00:22:20.460 --> 00:22:23.040 align:middle line:90% 00:22:23.040 --> 00:22:27.690 align:middle line:84% So you can find different expressions of the same thing 00:22:27.690 --> 00:22:30.340 align:middle line:90% in a lot of different places. 00:22:30.340 --> 00:22:39.165 align:middle line:84% So I think that is one of the lessons we learned [INAUDIBLE].. 00:22:39.165 --> 00:22:45.470 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:22:45.470 --> 00:22:47.310 align:middle line:84% TAFT BROOME: That was just brought up here 00:22:47.310 --> 00:22:49.830 align:middle line:84% just before you came in, and I assigned it as homework. 00:22:49.830 --> 00:22:52.165 align:middle line:90% 00:22:52.165 --> 00:22:52.665 align:middle line:90% Yeah. 00:22:52.665 --> 00:22:53.830 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:22:53.830 --> 00:22:56.820 align:middle line:84% TAFT BROOME: Well, no, I assigned it as homework today, 00:22:56.820 --> 00:23:00.180 align:middle line:84% because I wasn't prepared to give a lecture on it, 00:23:00.180 --> 00:23:01.440 align:middle line:90% frankly, all right? 00:23:01.440 --> 00:23:07.230 align:middle line:84% So start with Plato, and go through some of the things 00:23:07.230 --> 00:23:09.690 align:middle line:84% people have said about human flourishing. 00:23:09.690 --> 00:23:13.710 align:middle line:84% And see if you can't pick out one idea that appeals to you. 00:23:13.710 --> 00:23:17.640 align:middle line:84% And you might find ways to live with that. 00:23:17.640 --> 00:23:22.465 align:middle line:84% That's a good tool, I mean, [INAUDIBLE].. 00:23:22.465 --> 00:23:23.840 align:middle line:84% I said a few things that I hadn't 00:23:23.840 --> 00:23:32.450 align:middle line:84% said before in this class, and got a few noses turned up. 00:23:32.450 --> 00:23:34.860 align:middle line:90% Any comments on any of that? 00:23:34.860 --> 00:23:36.847 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:23:36.847 --> 00:23:37.680 align:middle line:90% TAFT BROOME: Pardon? 00:23:37.680 --> 00:23:40.040 align:middle line:84% AUDIENCE: [? What were ?] the things that you said that-- 00:23:40.040 --> 00:23:40.870 align:middle line:90% TAFT BROOME: Well, let's give-- 00:23:40.870 --> 00:23:41.745 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:23:41.745 --> 00:23:48.580 align:middle line:84% TAFT BROOME: Let's give them a chance to say what they think. 00:23:48.580 --> 00:23:52.644 align:middle line:84% Because this is a university, isn't it? 00:23:52.644 --> 00:23:55.192 align:middle line:84% AUDIENCE: There's no presentation today, right? 00:23:55.192 --> 00:23:56.650 align:middle line:84% TAFT BROOME: No presentation today. 00:23:56.650 --> 00:23:57.940 align:middle line:90% Presentation on Thursday. 00:23:57.940 --> 00:24:02.332 align:middle line:90% 00:24:02.332 --> 00:24:11.930 align:middle line:84% AUDIENCE: I mean, you talked some about [INAUDIBLE] 00:24:11.930 --> 00:24:14.265 align:middle line:90% TAFT BROOME: Yeah. 00:24:14.265 --> 00:24:17.923 align:middle line:84% AUDIENCE: I guess you talked about it a little [INAUDIBLE] 00:24:17.923 --> 00:24:19.590 align:middle line:84% TAFT BROOME: Want to talk about it more? 00:24:19.590 --> 00:24:25.290 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:24:25.290 --> 00:24:28.950 align:middle line:84% AUDIENCE: Yeah, I mean, I guess what 00:24:28.950 --> 00:24:34.660 align:middle line:84% I recall is the new things had to do with defining learning 00:24:34.660 --> 00:24:40.400 align:middle line:84% disciplines as specialty knowledge 00:24:40.400 --> 00:24:46.266 align:middle line:84% and a special claim some cognitive process. 00:24:46.266 --> 00:24:51.290 align:middle line:84% TAFT BROOME: Mental process underlying the specialty 00:24:51.290 --> 00:24:53.066 align:middle line:90% that empowers the specialty. 00:24:53.066 --> 00:24:57.240 align:middle line:90% 00:24:57.240 --> 00:25:01.095 align:middle line:90% AUDIENCE: So yeah, I don't know. 00:25:01.095 --> 00:25:04.770 align:middle line:84% AUDIENCE: You made a distinction between someone's specialty 00:25:04.770 --> 00:25:05.690 align:middle line:90% and someone-- 00:25:05.690 --> 00:25:07.968 align:middle line:84% I don't know what the other word-- forte? 00:25:07.968 --> 00:25:08.760 align:middle line:90% TAFT BROOME: Forte. 00:25:08.760 --> 00:25:09.750 align:middle line:90% AUDIENCE: Forte. 00:25:09.750 --> 00:25:11.208 align:middle line:84% TAFT BROOME: Let's go through that. 00:25:11.208 --> 00:25:12.582 align:middle line:90% AUDIENCE: Yeah. 00:25:12.582 --> 00:25:13.350 align:middle line:90% TAFT BROOME: OK. 00:25:13.350 --> 00:25:26.980 align:middle line:90% 00:25:26.980 --> 00:25:29.530 align:middle line:90% Yes, let's go through that. 00:25:29.530 --> 00:25:30.310 align:middle line:90% We've got time. 00:25:30.310 --> 00:25:50.125 align:middle line:90% 00:25:50.125 --> 00:25:50.625 align:middle line:90% OK. 00:25:50.625 --> 00:25:56.760 align:middle line:90% 00:25:56.760 --> 00:26:02.580 align:middle line:84% What I'm going to talk about now comes from my own researches, 00:26:02.580 --> 00:26:05.220 align:middle line:90% but 99% of it is not new. 00:26:05.220 --> 00:26:07.790 align:middle line:90% 00:26:07.790 --> 00:26:10.810 align:middle line:84% I'll let you know what new spin I put on it. 00:26:10.810 --> 00:26:18.570 align:middle line:90% 00:26:18.570 --> 00:26:21.060 align:middle line:90% I shouldn't say 99%. 00:26:21.060 --> 00:26:22.428 align:middle line:90% 10% of it is new. 00:26:22.428 --> 00:26:25.920 align:middle line:90% 00:26:25.920 --> 00:26:31.901 align:middle line:84% But I'll let you know where my spin comes in. 00:26:31.901 --> 00:26:39.540 align:middle line:90% 00:26:39.540 --> 00:26:44.610 align:middle line:84% There is discussion about what is called learning 00:26:44.610 --> 00:26:48.400 align:middle line:90% in educational psychology. 00:26:48.400 --> 00:26:56.200 align:middle line:84% And there are discussions about four categories of learning. 00:26:56.200 --> 00:27:06.300 align:middle line:90% 00:27:06.300 --> 00:27:12.230 align:middle line:90% One, two, three, four. 00:27:12.230 --> 00:27:14.780 align:middle line:84% One category of learning is knowledge. 00:27:14.780 --> 00:27:20.460 align:middle line:90% 00:27:20.460 --> 00:27:21.830 align:middle line:90% Another category is values. 00:27:21.830 --> 00:27:28.610 align:middle line:90% 00:27:28.610 --> 00:27:31.370 align:middle line:84% And let's stop for a second here. 00:27:31.370 --> 00:27:35.280 align:middle line:90% 00:27:35.280 --> 00:27:38.280 align:middle line:84% Because what I'm going to put up over here is-- 00:27:38.280 --> 00:27:43.620 align:middle line:90% 00:27:43.620 --> 00:27:46.230 align:middle line:84% I'm going to use words to describe something 00:27:46.230 --> 00:27:51.120 align:middle line:84% that a lot of people talk about, but they have not 00:27:51.120 --> 00:27:55.170 align:middle line:90% used these same words. 00:27:55.170 --> 00:28:05.380 align:middle line:84% And that is on this side what I have called already 00:28:05.380 --> 00:28:08.710 align:middle line:90% praxis and practice. 00:28:08.710 --> 00:28:16.600 align:middle line:84% And I've talked about what a knowledge statement looks like. 00:28:16.600 --> 00:28:19.593 align:middle line:90% 00:28:19.593 --> 00:28:21.760 align:middle line:84% I've talked about two kinds of knowledge statements, 00:28:21.760 --> 00:28:23.380 align:middle line:90% rational and empirical. 00:28:23.380 --> 00:28:26.120 align:middle line:90% 00:28:26.120 --> 00:28:29.030 align:middle line:84% We've talked about value judgments. 00:28:29.030 --> 00:28:33.050 align:middle line:84% And one kind of value judgment is a moral or ethical value 00:28:33.050 --> 00:28:35.480 align:middle line:90% judgment. 00:28:35.480 --> 00:28:42.960 align:middle line:84% You're talking about now good and bad, right and wrong. 00:28:42.960 --> 00:28:45.860 align:middle line:84% Another kind of value judgment is an aesthetic value judgment. 00:28:45.860 --> 00:28:52.820 align:middle line:90% 00:28:52.820 --> 00:29:05.150 align:middle line:84% Then we talked a little bit about action and theory. 00:29:05.150 --> 00:29:09.080 align:middle line:84% Praxis being not a theory of what action is, 00:29:09.080 --> 00:29:14.540 align:middle line:84% but a theory of how to perform a certain kind of an action. 00:29:14.540 --> 00:29:16.760 align:middle line:84% It's the kind of theoretical thought 00:29:16.760 --> 00:29:19.550 align:middle line:90% you do just before you act. 00:29:19.550 --> 00:29:26.990 align:middle line:84% And to understand this part here, what I do 00:29:26.990 --> 00:29:29.030 align:middle line:90% is add this little piece here. 00:29:29.030 --> 00:29:36.162 align:middle line:84% And it's called the commitment pathway from wishes 00:29:36.162 --> 00:29:46.850 align:middle line:84% to wants to intentions to action. 00:29:46.850 --> 00:29:50.120 align:middle line:90% 00:29:50.120 --> 00:29:51.710 align:middle line:84% This is called the commitment pathway. 00:29:51.710 --> 00:29:54.600 align:middle line:90% 00:29:54.600 --> 00:30:01.140 align:middle line:84% And praxis is a theory for getting through this thing, 00:30:01.140 --> 00:30:04.290 align:middle line:84% and practice is actually what you do to get through it. 00:30:04.290 --> 00:30:08.340 align:middle line:84% How do you go from a wish to a want to an intention to action 00:30:08.340 --> 00:30:10.530 align:middle line:84% that you think will bring about the wish, 00:30:10.530 --> 00:30:12.180 align:middle line:90% or will fulfill the wish? 00:30:12.180 --> 00:30:14.913 align:middle line:90% 00:30:14.913 --> 00:30:16.580 align:middle line:84% Now what's the difference between a wish 00:30:16.580 --> 00:30:18.005 align:middle line:84% and a want, a want and intention, 00:30:18.005 --> 00:30:20.495 align:middle line:90% and intention and action? 00:30:20.495 --> 00:30:21.180 align:middle line:90% All right? 00:30:21.180 --> 00:30:25.760 align:middle line:90% 00:30:25.760 --> 00:30:28.400 align:middle line:84% I've got another row to talk about that. 00:30:28.400 --> 00:30:33.320 align:middle line:84% The psychological capacity to is called the cognition. 00:30:33.320 --> 00:30:42.760 align:middle line:90% 00:30:42.760 --> 00:30:57.490 align:middle line:84% And there is in psychology and in brain science, 00:30:57.490 --> 00:31:00.790 align:middle line:84% a considerable proportion of the research and discussion 00:31:00.790 --> 00:31:03.100 align:middle line:90% is on the cognition. 00:31:03.100 --> 00:31:06.120 align:middle line:84% Now I will not hazard a percentage. 00:31:06.120 --> 00:31:09.260 align:middle line:90% 00:31:09.260 --> 00:31:14.000 align:middle line:84% I will say offhand, maybe 80% of all the research that's 00:31:14.000 --> 00:31:17.420 align:middle line:84% done on brain and cognitive sciences in the learning areas 00:31:17.420 --> 00:31:20.170 align:middle line:90% is on the cognition. 00:31:20.170 --> 00:31:25.050 align:middle line:84% Now I've heard brain and cognitive scientists say that. 00:31:25.050 --> 00:31:29.850 align:middle line:84% But the point is that, at least in the United States, 00:31:29.850 --> 00:31:32.730 align:middle line:84% almost all of it's on the cognition. 00:31:32.730 --> 00:31:39.420 align:middle line:84% And this goes into the significance of knowledge. 00:31:39.420 --> 00:31:43.150 align:middle line:84% Because, as we'll see in a minute, 00:31:43.150 --> 00:31:49.090 align:middle line:84% the sciences have specialties in knowledge. 00:31:49.090 --> 00:31:54.130 align:middle line:84% So if you really want to advance science in the brain 00:31:54.130 --> 00:31:57.637 align:middle line:84% and in the mind using great scholarship, 00:31:57.637 --> 00:31:59.470 align:middle line:84% you're going to have to talk about knowledge 00:31:59.470 --> 00:32:00.688 align:middle line:90% and the cognition. 00:32:00.688 --> 00:32:03.900 align:middle line:90% 00:32:03.900 --> 00:32:07.610 align:middle line:84% Now following this same row, you get 00:32:07.610 --> 00:32:12.380 align:middle line:84% something called the affect, which 00:32:12.380 --> 00:32:15.050 align:middle line:90% has feelings of good and bad. 00:32:15.050 --> 00:32:19.190 align:middle line:84% But it also has some other feelings in it. 00:32:19.190 --> 00:32:21.890 align:middle line:90% 00:32:21.890 --> 00:32:25.460 align:middle line:84% I've read where psychologists will 00:32:25.460 --> 00:32:31.800 align:middle line:84% say this is more difficult to study than this. 00:32:31.800 --> 00:32:35.295 align:middle line:84% But underlying this is called the conation. 00:32:35.295 --> 00:32:41.670 align:middle line:90% 00:32:41.670 --> 00:32:53.525 align:middle line:84% And underlying this is called psychomotor skill. 00:32:53.525 --> 00:32:56.990 align:middle line:90% 00:32:56.990 --> 00:33:01.100 align:middle line:84% And so what you are talking about in terms 00:33:01.100 --> 00:33:02.570 align:middle line:90% of the learned disciplines-- 00:33:02.570 --> 00:33:05.090 align:middle line:90% 00:33:05.090 --> 00:33:07.770 align:middle line:84% and I'll define that in a minute, 00:33:07.770 --> 00:33:10.565 align:middle line:84% but it's good to just talk about this chart first-- 00:33:10.565 --> 00:33:13.165 align:middle line:90% 00:33:13.165 --> 00:33:14.540 align:middle line:84% what you're talking about when it 00:33:14.540 --> 00:33:21.470 align:middle line:84% comes to the learned disciplines are two words that I use. 00:33:21.470 --> 00:33:23.690 align:middle line:90% One word I did not invent. 00:33:23.690 --> 00:33:25.520 align:middle line:84% The other one I didn't invent, but I 00:33:25.520 --> 00:33:29.100 align:middle line:84% don't know how many people talk about the subject, 00:33:29.100 --> 00:33:31.285 align:middle line:90% so I needed a word. 00:33:31.285 --> 00:33:36.420 align:middle line:84% And the first word is specialty, and the other word is forte. 00:33:36.420 --> 00:33:39.600 align:middle line:84% So you'll find the word specialty 00:33:39.600 --> 00:33:42.660 align:middle line:84% being used when people say that a learned discipline has 00:33:42.660 --> 00:33:43.620 align:middle line:90% a specialty. 00:33:43.620 --> 00:33:48.370 align:middle line:84% That is deep penetration of learning 00:33:48.370 --> 00:33:52.290 align:middle line:90% into one of these categories. 00:33:52.290 --> 00:33:55.280 align:middle line:84% So a specialty of science is deep penetration 00:33:55.280 --> 00:34:00.550 align:middle line:84% into the category of knowledge, particularly knowledge 00:34:00.550 --> 00:34:04.460 align:middle line:90% about the material world. 00:34:04.460 --> 00:34:06.170 align:middle line:84% And you can break the material world up 00:34:06.170 --> 00:34:09.949 align:middle line:84% into two kinds, the physical and the social, 00:34:09.949 --> 00:34:11.630 align:middle line:84% from which you get the physical sciences 00:34:11.630 --> 00:34:12.630 align:middle line:90% and the social sciences. 00:34:12.630 --> 00:34:18.300 align:middle line:90% 00:34:18.300 --> 00:34:23.699 align:middle line:84% A specialty in values can be ethics or aesthetics. 00:34:23.699 --> 00:34:27.060 align:middle line:84% And if you want to put ethics and aesthetics together, 00:34:27.060 --> 00:34:29.578 align:middle line:84% I've got another word for you called axiology. 00:34:29.578 --> 00:34:40.210 align:middle line:90% 00:34:40.210 --> 00:34:43.449 align:middle line:84% And aesthetics is usually best understood 00:34:43.449 --> 00:34:50.370 align:middle line:84% at the fundamental level in terms of the senses. 00:34:50.370 --> 00:34:53.780 align:middle line:84% So [? did ?] I say [? aesthetics? ?] 00:34:53.780 --> 00:34:57.170 align:middle line:84% So if you're talking about the good as applied 00:34:57.170 --> 00:35:02.450 align:middle line:84% to the visual senses, then art is 00:35:02.450 --> 00:35:10.780 align:middle line:84% one of the learned disciplines that has a specialty 00:35:10.780 --> 00:35:15.320 align:middle line:90% and values the way I put it. 00:35:15.320 --> 00:35:20.060 align:middle line:84% If you're talking about the auditory senses, 00:35:20.060 --> 00:35:28.830 align:middle line:84% then music is a learned discipline. 00:35:28.830 --> 00:35:34.800 align:middle line:84% If you're talking about the gustatory, taste, 00:35:34.800 --> 00:35:41.550 align:middle line:90% then you're talking about food. 00:35:41.550 --> 00:35:43.170 align:middle line:84% You're talking about food preparation. 00:35:43.170 --> 00:35:44.670 align:middle line:84% You're talking about something being 00:35:44.670 --> 00:35:46.680 align:middle line:90% prepared better than another. 00:35:46.680 --> 00:35:50.850 align:middle line:90% 00:35:50.850 --> 00:35:52.980 align:middle line:90% And let me see, did I miss any? 00:35:52.980 --> 00:35:54.630 align:middle line:90% Yeah, olfactory. 00:35:54.630 --> 00:35:58.790 align:middle line:90% That can be food too for us. 00:35:58.790 --> 00:36:03.515 align:middle line:84% And tactile, that's the physical feeling of things. 00:36:03.515 --> 00:36:07.590 align:middle line:90% 00:36:07.590 --> 00:36:14.570 align:middle line:84% So on this side over here, I claim 00:36:14.570 --> 00:36:16.760 align:middle line:84% that you'll find the practical learned 00:36:16.760 --> 00:36:22.840 align:middle line:84% disciplines, engineering, medicine, law, 00:36:22.840 --> 00:36:24.815 align:middle line:90% and the rest of them. 00:36:24.815 --> 00:36:25.620 align:middle line:90% All right? 00:36:25.620 --> 00:36:29.440 align:middle line:90% 00:36:29.440 --> 00:36:36.610 align:middle line:84% So engineering is going to have a specialty in both of these. 00:36:36.610 --> 00:36:39.600 align:middle line:84% And when you start talking about what we call engineering 00:36:39.600 --> 00:36:43.910 align:middle line:90% theories, that's mostly praxis. 00:36:43.910 --> 00:36:46.760 align:middle line:84% And when you talk about how you actually 00:36:46.760 --> 00:36:53.384 align:middle line:84% put the theories into action, you're talking about practice. 00:36:53.384 --> 00:36:58.796 align:middle line:84% AUDIENCE: [INAUDIBLE] ask about [INAUDIBLE] 00:36:58.796 --> 00:37:00.010 align:middle line:90% TAFT BROOME: Right. 00:37:00.010 --> 00:37:04.090 align:middle line:84% Now in all learned disciplines, you'll find all four 00:37:04.090 --> 00:37:06.140 align:middle line:90% of these areas. 00:37:06.140 --> 00:37:10.310 align:middle line:84% But the specialty is the question. 00:37:10.310 --> 00:37:15.820 align:middle line:84% So in other words, most engineering professors 00:37:15.820 --> 00:37:19.450 align:middle line:84% are specialties in engineering praxis. 00:37:19.450 --> 00:37:21.370 align:middle line:84% And when you go out and somebody's actually 00:37:21.370 --> 00:37:24.430 align:middle line:84% building the building up and is chief of the project, 00:37:24.430 --> 00:37:25.900 align:middle line:90% that's a specialty in practice. 00:37:25.900 --> 00:37:36.454 align:middle line:90% 00:37:36.454 --> 00:37:41.970 align:middle line:84% You can go to some universities, and the students 00:37:41.970 --> 00:37:46.940 align:middle line:84% will have a very solid education in engineering. 00:37:46.940 --> 00:37:51.093 align:middle line:84% But when they come out that first day, 00:37:51.093 --> 00:37:52.010 align:middle line:90% they're ready to work. 00:37:52.010 --> 00:37:56.370 align:middle line:90% 00:37:56.370 --> 00:38:02.890 align:middle line:84% Now mostly, what I know about MIT comes, believe it or not, 00:38:02.890 --> 00:38:05.500 align:middle line:84% from my undergraduate education at Howard. 00:38:05.500 --> 00:38:07.630 align:middle line:84% Because Howard's educational program 00:38:07.630 --> 00:38:11.770 align:middle line:84% was built up as an imitation of MIT's program. 00:38:11.770 --> 00:38:14.830 align:middle line:84% Because the first dean of engineering and dean for 30 00:38:14.830 --> 00:38:17.890 align:middle line:90% years was an MIT graduate. 00:38:17.890 --> 00:38:21.850 align:middle line:84% So our graduates [INAUDIBLE] have never 00:38:21.850 --> 00:38:24.520 align:middle line:84% come right out of school the first day 00:38:24.520 --> 00:38:29.312 align:middle line:84% and went right on a construction job and knew what to do. 00:38:29.312 --> 00:38:31.270 align:middle line:84% You have to sit there and learn it for a while. 00:38:31.270 --> 00:38:34.058 align:middle line:84% But we knew what to do the first day 00:38:34.058 --> 00:38:35.350 align:middle line:90% when we got to graduate school. 00:38:35.350 --> 00:38:38.200 align:middle line:90% 00:38:38.200 --> 00:38:42.130 align:middle line:84% So in other words, you can stress praxis as opposed 00:38:42.130 --> 00:38:45.100 align:middle line:84% to practice in some educational systems. 00:38:45.100 --> 00:38:48.100 align:middle line:84% And you can stress practice in terms of praxis 00:38:48.100 --> 00:38:50.780 align:middle line:90% in some educational systems. 00:38:50.780 --> 00:38:57.200 align:middle line:84% So a friend of mine who graduated from Texas A&M 00:38:57.200 --> 00:39:01.730 align:middle line:84% said, when we walk out of the ivory tower, 00:39:01.730 --> 00:39:03.660 align:middle line:84% we can go on a construction project, 00:39:03.660 --> 00:39:06.560 align:middle line:84% and we know what to do first day. 00:39:06.560 --> 00:39:11.087 align:middle line:84% Stanford, you come out, you got a good education. 00:39:11.087 --> 00:39:12.920 align:middle line:84% You have to stand around for a little while. 00:39:12.920 --> 00:39:15.464 align:middle line:90% 00:39:15.464 --> 00:39:16.320 align:middle line:90% All right? 00:39:16.320 --> 00:39:18.840 align:middle line:84% So that's basically these differences. 00:39:18.840 --> 00:39:23.500 align:middle line:84% Now here's now here's what inevitably 00:39:23.500 --> 00:39:26.920 align:middle line:84% comes into a discussion about all of this 00:39:26.920 --> 00:39:31.390 align:middle line:84% that I think describes more about the culture of higher 00:39:31.390 --> 00:39:35.020 align:middle line:90% education than any of this. 00:39:35.020 --> 00:39:40.160 align:middle line:84% And that is, on what basis, if you're a scientist, 00:39:40.160 --> 00:39:44.200 align:middle line:84% do you say you have the ability to know 00:39:44.200 --> 00:39:48.700 align:middle line:84% all of these scientific things, or that you have an inclination 00:39:48.700 --> 00:39:50.860 align:middle line:90% to be a scientist? 00:39:50.860 --> 00:39:55.150 align:middle line:84% Well, what people will say is that they have a very 00:39:55.150 --> 00:39:56.770 align:middle line:90% well-developed cognition. 00:39:56.770 --> 00:40:01.750 align:middle line:90% 00:40:01.750 --> 00:40:06.445 align:middle line:84% They make a special claim on their innate ability to know. 00:40:06.445 --> 00:40:09.090 align:middle line:90% 00:40:09.090 --> 00:40:10.740 align:middle line:84% Or they will make a special claim 00:40:10.740 --> 00:40:15.840 align:middle line:84% on how that innate ability has been cultivated to know. 00:40:15.840 --> 00:40:17.215 align:middle line:84% And that's what I call the forte. 00:40:17.215 --> 00:40:23.170 align:middle line:90% 00:40:23.170 --> 00:40:26.230 align:middle line:84% So the specialty and the forte go together. 00:40:26.230 --> 00:40:32.580 align:middle line:84% But specialty is understood in this row 00:40:32.580 --> 00:40:34.620 align:middle line:84% and forte is understood in this row. 00:40:34.620 --> 00:40:37.370 align:middle line:90% 00:40:37.370 --> 00:40:46.310 align:middle line:84% And that is important, because as I discussed 00:40:46.310 --> 00:40:50.510 align:middle line:84% at the end of the seminar, when people started 00:40:50.510 --> 00:40:52.010 align:middle line:84% asking me some questions about, what 00:40:52.010 --> 00:40:57.230 align:middle line:84% does it mean when you engage two learned disciplines, 00:40:57.230 --> 00:40:59.960 align:middle line:84% and does that mean that you engage 00:40:59.960 --> 00:41:02.690 align:middle line:84% the practitioners or the scholars of the two 00:41:02.690 --> 00:41:03.530 align:middle line:90% learned disciplines? 00:41:03.530 --> 00:41:05.940 align:middle line:84% And the answer is, no, not necessarily. 00:41:05.940 --> 00:41:07.860 align:middle line:90% And so the question is why. 00:41:07.860 --> 00:41:10.310 align:middle line:84% And one of the reasons is not just 00:41:10.310 --> 00:41:15.740 align:middle line:84% that you're talking about tradition as being a conflict. 00:41:15.740 --> 00:41:18.830 align:middle line:84% You're talking about an arrogance 00:41:18.830 --> 00:41:22.670 align:middle line:84% that's built up in scholars because of this forte. 00:41:22.670 --> 00:41:25.100 align:middle line:84% And the arrogance is not unjustified. 00:41:25.100 --> 00:41:28.160 align:middle line:84% I mean, maybe the word arrogance means unjustified. 00:41:28.160 --> 00:41:29.870 align:middle line:90% That's not the way I'm using it. 00:41:29.870 --> 00:41:35.360 align:middle line:84% I'm using it as a particularly acute self-esteem. 00:41:35.360 --> 00:41:39.670 align:middle line:90% 00:41:39.670 --> 00:41:42.760 align:middle line:84% Once you have gained a lot of scientific knowledge, 00:41:42.760 --> 00:41:47.220 align:middle line:84% you believe that you have abilities to gain knowledge 00:41:47.220 --> 00:41:48.900 align:middle line:84% in certain ways that other people don't 00:41:48.900 --> 00:41:52.790 align:middle line:90% have those abilities. 00:41:52.790 --> 00:41:53.570 align:middle line:90% Innately? 00:41:53.570 --> 00:41:54.890 align:middle line:90% No. 00:41:54.890 --> 00:41:56.610 align:middle line:90% In cultivation? 00:41:56.610 --> 00:41:57.870 align:middle line:90% Probably, yes. 00:41:57.870 --> 00:41:59.790 align:middle line:84% You've been cultivated to use your knowledge 00:41:59.790 --> 00:42:01.600 align:middle line:90% in a certain systematic way. 00:42:01.600 --> 00:42:05.410 align:middle line:84% That's what we've been doing with ethics in here. 00:42:05.410 --> 00:42:09.790 align:middle line:84% Your effective abilities are the same. 00:42:09.790 --> 00:42:13.000 align:middle line:84% But all of this talking about, well, let's 00:42:13.000 --> 00:42:16.240 align:middle line:84% talk about the principle as opposed to the consequent, now 00:42:16.240 --> 00:42:18.040 align:middle line:90% that's cultivating the affect. 00:42:18.040 --> 00:42:20.140 align:middle line:84% So now you look back and say, well, I 00:42:20.140 --> 00:42:21.950 align:middle line:90% know how to do these things. 00:42:21.950 --> 00:42:27.190 align:middle line:84% So people are willing to make compromises when 00:42:27.190 --> 00:42:29.800 align:middle line:90% it comes to their specialties. 00:42:29.800 --> 00:42:31.810 align:middle line:84% But they are not willing to make compromises 00:42:31.810 --> 00:42:33.018 align:middle line:90% when it comes to their forte. 00:42:33.018 --> 00:42:36.300 align:middle line:90% 00:42:36.300 --> 00:42:39.150 align:middle line:84% And they will tell you, you have to do things my way. 00:42:39.150 --> 00:42:42.630 align:middle line:90% 00:42:42.630 --> 00:42:45.390 align:middle line:84% And when you get somebody in one field, 00:42:45.390 --> 00:42:47.760 align:middle line:84% like an ethicist, and somebody in another field, 00:42:47.760 --> 00:42:50.972 align:middle line:84% like an engineer, and they're going to work together, 00:42:50.972 --> 00:42:52.680 align:middle line:84% you're going to have to make compromises, 00:42:52.680 --> 00:42:57.013 align:middle line:84% both in the specialty and in the forte. 00:42:57.013 --> 00:42:58.430 align:middle line:84% You're going to have to say, well, 00:42:58.430 --> 00:43:01.835 align:middle line:84% let's let the affect drive the discussion. 00:43:01.835 --> 00:43:04.407 align:middle line:90% 00:43:04.407 --> 00:43:06.740 align:middle line:84% So that's the argument that I was making about all that. 00:43:06.740 --> 00:43:10.740 align:middle line:84% AUDIENCE: Do you [INAUDIBLE] some professionals 00:43:10.740 --> 00:43:17.220 align:middle line:84% [INAUDIBLE] that lean more towards one 00:43:17.220 --> 00:43:18.420 align:middle line:90% of the other fortes? 00:43:18.420 --> 00:43:23.610 align:middle line:84% So like an engineer who actually bases 00:43:23.610 --> 00:43:29.100 align:middle line:84% a lot of decisions or actions on affect, or a scientist who's 00:43:29.100 --> 00:43:31.800 align:middle line:84% really good at science because of his or her psychomotor 00:43:31.800 --> 00:43:33.116 align:middle line:90% skills in lab? 00:43:33.116 --> 00:43:33.850 align:middle line:90% TAFT BROOME: Yes. 00:43:33.850 --> 00:43:34.900 align:middle line:84% AUDIENCE: How do you deal with that? 00:43:34.900 --> 00:43:36.400 align:middle line:84% TAFT BROOME: I don't deal with that. 00:43:36.400 --> 00:43:42.000 align:middle line:84% I say that all of this is a structure that gets us started, 00:43:42.000 --> 00:43:44.710 align:middle line:84% and it applies in the general case. 00:43:44.710 --> 00:43:48.660 align:middle line:84% Applying it to individuals is hard. 00:43:48.660 --> 00:43:56.370 align:middle line:90% So it's like ethics. 00:43:56.370 --> 00:43:59.910 align:middle line:84% I mean, we can get the general principle, 00:43:59.910 --> 00:44:03.470 align:middle line:84% but applying it to a specific case 00:44:03.470 --> 00:44:06.020 align:middle line:84% is not always a straightforward matter. 00:44:06.020 --> 00:44:16.000 align:middle line:84% And yes, you could be a mathematician 00:44:16.000 --> 00:44:19.525 align:middle line:84% that they call an intuitive mathematician. 00:44:19.525 --> 00:44:20.900 align:middle line:84% You haven't figured anything out. 00:44:20.900 --> 00:44:25.925 align:middle line:84% You just seem to see the pattern with these numbers. 00:44:25.925 --> 00:44:29.258 align:middle line:90% You ever heard of Ramanujan? 00:44:29.258 --> 00:44:35.180 align:middle line:84% Yeah, so Ramanujan was an intuitive mathematician. 00:44:35.180 --> 00:44:38.310 align:middle line:84% I might have talked about him in here. 00:44:38.310 --> 00:44:45.380 align:middle line:84% Talked about how he came up with this method of determining 00:44:45.380 --> 00:44:46.940 align:middle line:84% whether a number was a prime number 00:44:46.940 --> 00:44:54.655 align:middle line:84% or not using hand calculations, long 30-digit numbers. 00:44:54.655 --> 00:44:57.300 align:middle line:90% 00:44:57.300 --> 00:45:01.980 align:middle line:84% And he couldn't prove to you that his method was right. 00:45:01.980 --> 00:45:04.410 align:middle line:84% Somebody else 20 years later proved it. 00:45:04.410 --> 00:45:10.800 align:middle line:84% But yeah, the human capacity to manipulate this chart 00:45:10.800 --> 00:45:13.555 align:middle line:90% is extraordinary. 00:45:13.555 --> 00:45:18.460 align:middle line:90% 00:45:18.460 --> 00:45:20.890 align:middle line:84% We want to talk a lot about psychomotor skills 00:45:20.890 --> 00:45:22.150 align:middle line:90% when it comes to ballet. 00:45:22.150 --> 00:45:31.810 align:middle line:90% 00:45:31.810 --> 00:45:37.270 align:middle line:84% So yeah, so all of this is in all of the disciplines, 00:45:37.270 --> 00:45:46.580 align:middle line:84% but we want to talk about the disciplines being distinct 00:45:46.580 --> 00:45:48.350 align:middle line:84% in terms of specialties and forte. 00:45:48.350 --> 00:45:50.190 align:middle line:84% And that's the usual way we do it. 00:45:50.190 --> 00:45:54.000 align:middle line:84% And if we apply this on an individual basis, 00:45:54.000 --> 00:45:56.870 align:middle line:90% it's very hazardous. 00:45:56.870 --> 00:46:11.690 align:middle line:84% Another thing is to separate out what's going on in the brain 00:46:11.690 --> 00:46:15.740 align:middle line:84% and in the mind from what is actually written down 00:46:15.740 --> 00:46:16.820 align:middle line:90% in a manuscript. 00:46:16.820 --> 00:46:20.850 align:middle line:90% 00:46:20.850 --> 00:46:29.730 align:middle line:84% Because what will happen with your rigorous mathematicians 00:46:29.730 --> 00:46:34.800 align:middle line:84% is that many of them will get a formula or something 00:46:34.800 --> 00:46:37.920 align:middle line:84% through intuition first, and then spend the next two 00:46:37.920 --> 00:46:40.760 align:middle line:90% years trying to prove it. 00:46:40.760 --> 00:46:41.885 align:middle line:90% But they've got it already. 00:46:41.885 --> 00:46:46.440 align:middle line:90% 00:46:46.440 --> 00:46:49.490 align:middle line:84% And so what you and I get in the end 00:46:49.490 --> 00:46:53.720 align:middle line:84% is the manuscript, where it's nice and rigorous and laid out 00:46:53.720 --> 00:46:55.130 align:middle line:90% systematically. 00:46:55.130 --> 00:46:57.050 align:middle line:84% But what went on in the person's brain 00:46:57.050 --> 00:46:59.390 align:middle line:84% is something different, a lot more complicated. 00:46:59.390 --> 00:47:03.020 align:middle line:84% And people are beginning to understand that a lot now. 00:47:03.020 --> 00:47:07.340 align:middle line:84% But it's very important to us as teachers 00:47:07.340 --> 00:47:14.640 align:middle line:84% to give the manuscript to the students, 00:47:14.640 --> 00:47:16.410 align:middle line:84% and do the guessing about what's actually 00:47:16.410 --> 00:47:19.740 align:middle line:84% going on in the mind over here as a separate kind 00:47:19.740 --> 00:47:21.650 align:middle line:90% of discussion. 00:47:21.650 --> 00:47:26.240 align:middle line:84% Because otherwise, the student is not what we call liberated. 00:47:26.240 --> 00:47:30.450 align:middle line:84% You really don't know where to go on your own. 00:47:30.450 --> 00:47:34.850 align:middle line:84% So if I give you this, you learn that, and take the author 00:47:34.850 --> 00:47:40.370 align:middle line:84% at his or her word, then we can start talking about, well, I 00:47:40.370 --> 00:47:43.867 align:middle line:84% can tell you what Einstein told my grandfather. 00:47:43.867 --> 00:47:45.200 align:middle line:90% He didn't figure this stuff out. 00:47:45.200 --> 00:47:47.870 align:middle line:90% It came to him in the night. 00:47:47.870 --> 00:47:49.370 align:middle line:90% That's a separate discussion. 00:47:49.370 --> 00:47:51.950 align:middle line:84% Now you're liberated, you can do what you want. 00:47:51.950 --> 00:48:01.050 align:middle line:84% But I am not going to teach, let's say, relativity 00:48:01.050 --> 00:48:04.660 align:middle line:84% from the standpoint of what went on in Einstein's mind. 00:48:04.660 --> 00:48:06.970 align:middle line:84% I'm going to look at the manuscript 00:48:06.970 --> 00:48:10.090 align:middle line:84% and try to induct back what systematically went on 00:48:10.090 --> 00:48:13.480 align:middle line:84% in his mind, and then make the other argument separate. 00:48:13.480 --> 00:48:15.010 align:middle line:84% Because it will not be systematic. 00:48:15.010 --> 00:48:17.737 align:middle line:90% 00:48:17.737 --> 00:48:20.320 align:middle line:84% But it will be what you do when you try to do something great. 00:48:20.320 --> 00:48:26.460 align:middle line:90% 00:48:26.460 --> 00:48:34.530 align:middle line:84% So I guess the last thing I want to say 00:48:34.530 --> 00:48:46.100 align:middle line:84% is that these two are what most people refer 00:48:46.100 --> 00:48:48.680 align:middle line:84% to when they use the word intellect 00:48:48.680 --> 00:48:50.870 align:middle line:90% and call you an intellectual. 00:48:50.870 --> 00:48:54.980 align:middle line:84% It means that your cognition and/or 00:48:54.980 --> 00:49:00.670 align:middle line:84% your affect has been cultivated by great study, great study 00:49:00.670 --> 00:49:01.690 align:middle line:90% meaning a specialty. 00:49:01.690 --> 00:49:06.870 align:middle line:90% 00:49:06.870 --> 00:49:11.190 align:middle line:84% What I argue-- and I've already gotten 00:49:11.190 --> 00:49:14.100 align:middle line:84% unhappiness expressed from engineers-- 00:49:14.100 --> 00:49:16.110 align:middle line:90% is that that's the intellect. 00:49:16.110 --> 00:49:17.775 align:middle line:84% We've got to give another name to this. 00:49:17.775 --> 00:49:20.910 align:middle line:90% This is not intellectual. 00:49:20.910 --> 00:49:23.400 align:middle line:84% And the reason is that it just goes 00:49:23.400 --> 00:49:31.970 align:middle line:84% to show just the power of science and ethics 00:49:31.970 --> 00:49:37.140 align:middle line:84% in our educational system over what engineers do when 00:49:37.140 --> 00:49:38.610 align:middle line:90% we're really doing engineering. 00:49:38.610 --> 00:49:41.110 align:middle line:90% And I think that's unfortunate. 00:49:41.110 --> 00:49:43.320 align:middle line:84% I don't think we get enough press, 00:49:43.320 --> 00:49:45.570 align:middle line:84% or because we don't get the press right. 00:49:45.570 --> 00:49:47.070 align:middle line:90% So I've given this a name. 00:49:47.070 --> 00:49:51.460 align:middle line:90% 00:49:51.460 --> 00:49:54.600 align:middle line:84% I'll put it in quotes to remind you that that was my word. 00:49:54.600 --> 00:49:58.980 align:middle line:90% 00:49:58.980 --> 00:50:00.401 align:middle line:90% I call it the practition. 00:50:00.401 --> 00:50:03.490 align:middle line:90% 00:50:03.490 --> 00:50:06.270 align:middle line:84% And so I find no problems in letting the intellectuals have 00:50:06.270 --> 00:50:08.880 align:middle line:90% their intellect. 00:50:08.880 --> 00:50:11.130 align:middle line:84% And what I want to say is that the practition 00:50:11.130 --> 00:50:13.350 align:middle line:84% is a higher order function of the mind 00:50:13.350 --> 00:50:16.080 align:middle line:90% just like the intellect is. 00:50:16.080 --> 00:50:18.420 align:middle line:84% And what I also want to say is that when 00:50:18.420 --> 00:50:20.340 align:middle line:84% you get out of the United States and go 00:50:20.340 --> 00:50:24.060 align:middle line:84% to some other philosophies, as a matter of fact, 00:50:24.060 --> 00:50:26.640 align:middle line:90% existentialism is one of them. 00:50:26.640 --> 00:50:29.395 align:middle line:84% What they really say is that this is the highest order 00:50:29.395 --> 00:50:30.270 align:middle line:90% function of the mind. 00:50:30.270 --> 00:50:32.733 align:middle line:90% 00:50:32.733 --> 00:50:35.150 align:middle line:84% Because you don't need a whole lot of knowledge to do what 00:50:35.150 --> 00:50:35.750 align:middle line:90% you got to do. 00:50:35.750 --> 00:50:40.267 align:middle line:90% 00:50:40.267 --> 00:50:42.100 align:middle line:84% Or better stated, what they're really saying 00:50:42.100 --> 00:50:47.950 align:middle line:84% is we can transcend the intellect. 00:50:47.950 --> 00:50:52.090 align:middle line:90% The intellect confines you. 00:50:52.090 --> 00:50:53.980 align:middle line:90% The practition liberates you. 00:50:53.980 --> 00:50:59.190 align:middle line:90% 00:50:59.190 --> 00:51:02.355 align:middle line:84% So that's the way a lot of that argument goes. 00:51:02.355 --> 00:51:05.610 align:middle line:90% 00:51:05.610 --> 00:51:08.610 align:middle line:84% But engineers, partly for this reason, 00:51:08.610 --> 00:51:12.570 align:middle line:84% partly for other reasons, do not-- 00:51:12.570 --> 00:51:15.300 align:middle line:84% and engineering just does not have 00:51:15.300 --> 00:51:18.330 align:middle line:84% the learned status as the sciences 00:51:18.330 --> 00:51:20.180 align:middle line:84% and the humanities in the United States. 00:51:20.180 --> 00:51:24.770 align:middle line:90% 00:51:24.770 --> 00:51:27.170 align:middle line:84% And I think that the intellect and the practition 00:51:27.170 --> 00:51:29.870 align:middle line:84% are equally what they call higher order 00:51:29.870 --> 00:51:30.800 align:middle line:90% functions of the mind. 00:51:30.800 --> 00:51:41.720 align:middle line:90% 00:51:41.720 --> 00:51:44.909 align:middle line:90% We've got 20 minutes. 00:51:44.909 --> 00:51:46.376 align:middle line:90% AUDIENCE: [INAUDIBLE]. 00:51:46.376 --> 00:51:58.112 align:middle line:90% 00:51:58.112 --> 00:51:59.790 align:middle line:90% TAFT BROOME: OK, self-esteem. 00:51:59.790 --> 00:52:06.600 align:middle line:90% 00:52:06.600 --> 00:52:09.390 align:middle line:84% Now that's a psychological term, but I'm not 00:52:09.390 --> 00:52:12.330 align:middle line:84% going to use it as a psychological term. 00:52:12.330 --> 00:52:15.720 align:middle line:84% There is a scholar of jurisprudence 00:52:15.720 --> 00:52:26.160 align:middle line:84% by the name of John Rawls, who wrote this book called 00:52:26.160 --> 00:52:29.790 align:middle line:90% A Theory of Justice. 00:52:29.790 --> 00:52:38.473 align:middle line:84% And to understand Rawls, one of the things you 00:52:38.473 --> 00:52:40.140 align:middle line:84% have to understand is what he was trying 00:52:40.140 --> 00:52:43.020 align:middle line:90% to do with A Theory of Justice. 00:52:43.020 --> 00:52:48.220 align:middle line:90% 00:52:48.220 --> 00:52:51.563 align:middle line:90% He's a social contractarian. 00:52:51.563 --> 00:52:52.980 align:middle line:84% He was trying to do the same thing 00:52:52.980 --> 00:52:54.570 align:middle line:84% that other social contractarians-- 00:52:54.570 --> 00:53:01.140 align:middle line:84% I'm going to name big names in Western philosophical 00:53:01.140 --> 00:53:04.200 align:middle line:90% and learned thought-- 00:53:04.200 --> 00:53:10.900 align:middle line:84% Hobbes with Leviathan, Rousseau with the Second Treatise 00:53:10.900 --> 00:53:19.420 align:middle line:84% on Government, Machiavelli, The Prince. 00:53:19.420 --> 00:53:23.260 align:middle line:84% All of these people were working at a time 00:53:23.260 --> 00:53:26.244 align:middle line:84% when there was a revolution of some sort, 00:53:26.244 --> 00:53:29.920 align:middle line:84% and they wanted to replace it with a whole new idea 00:53:29.920 --> 00:53:30.560 align:middle line:90% of government. 00:53:30.560 --> 00:53:34.620 align:middle line:84% So you're talking about Rousseau with the French Revolution. 00:53:34.620 --> 00:53:36.283 align:middle line:84% And all of these people were trying 00:53:36.283 --> 00:53:37.950 align:middle line:84% to figure out, how do you just start out 00:53:37.950 --> 00:53:41.260 align:middle line:90% a whole new kind of government? 00:53:41.260 --> 00:53:43.590 align:middle line:84% And what they did was they came up 00:53:43.590 --> 00:53:46.270 align:middle line:84% with what was called social contract theory. 00:53:46.270 --> 00:53:48.930 align:middle line:84% Actually, it was a social contractarian approach. 00:53:48.930 --> 00:53:49.960 align:middle line:90% You'd be surprised. 00:53:49.960 --> 00:53:51.230 align:middle line:90% It was a narrative approach. 00:53:51.230 --> 00:53:55.090 align:middle line:90% 00:53:55.090 --> 00:54:01.270 align:middle line:84% And what they did was they said, all right, 00:54:01.270 --> 00:54:03.128 align:middle line:84% how are we going to-- just think about it. 00:54:03.128 --> 00:54:05.170 align:middle line:84% Suppose there's some big revolution in the United 00:54:05.170 --> 00:54:05.670 align:middle line:90% States. 00:54:05.670 --> 00:54:09.930 align:middle line:90% 00:54:09.930 --> 00:54:13.170 align:middle line:84% I remember this, they called it the 1960s. 00:54:13.170 --> 00:54:16.440 align:middle line:84% People running up and down the streets, all sorts 00:54:16.440 --> 00:54:18.720 align:middle line:90% of things falling apart. 00:54:18.720 --> 00:54:23.250 align:middle line:84% And you sit down and you say, now this whole thing 00:54:23.250 --> 00:54:24.928 align:middle line:90% is going to fall apart. 00:54:24.928 --> 00:54:26.970 align:middle line:84% How are we going to build a whole new government? 00:54:26.970 --> 00:54:29.480 align:middle line:90% How are we going to do that? 00:54:29.480 --> 00:54:33.140 align:middle line:84% So what the social contractarians did was 00:54:33.140 --> 00:54:36.650 align:middle line:84% they came up with a fictional situation 00:54:36.650 --> 00:54:42.860 align:middle line:84% where people are going to build a whole new government. 00:54:42.860 --> 00:54:45.960 align:middle line:90% And how would they do it? 00:54:45.960 --> 00:54:49.160 align:middle line:84% And how would you populate this group? 00:54:49.160 --> 00:54:52.100 align:middle line:84% You're only going to have a small number of people, 20, 40, 00:54:52.100 --> 00:54:53.660 align:middle line:90% 50. 00:54:53.660 --> 00:54:55.640 align:middle line:90% And what do they know? 00:54:55.640 --> 00:54:59.300 align:middle line:84% Are they experts, are they ordinary people? 00:54:59.300 --> 00:55:02.330 align:middle line:84% And how do they work their way through this thing? 00:55:02.330 --> 00:55:05.670 align:middle line:84% And that's called social contract theory. 00:55:05.670 --> 00:55:19.690 align:middle line:84% And even the man who gave the lecture on the internet 00:55:19.690 --> 00:55:21.820 align:middle line:84% a couple of weeks ago referred to Hobbes 00:55:21.820 --> 00:55:27.770 align:middle line:84% when he talked about life can be nasty, brutish, and short. 00:55:27.770 --> 00:55:30.100 align:middle line:84% That's one of Hobbes's statements in Leviathan, 00:55:30.100 --> 00:55:30.880 align:middle line:90% it's called. 00:55:30.880 --> 00:55:34.960 align:middle line:84% And Rawls sat down, and he was concerned 00:55:34.960 --> 00:55:37.300 align:middle line:84% about all that was happening in the 1960s 00:55:37.300 --> 00:55:38.620 align:middle line:90% here in the United States. 00:55:38.620 --> 00:55:42.640 align:middle line:84% And he said, how can we build a whole new society where we 00:55:42.640 --> 00:55:45.730 align:middle line:90% can solve all these problems? 00:55:45.730 --> 00:55:54.975 align:middle line:84% One of the things he started with was what he called the-- 00:55:54.975 --> 00:55:57.680 align:middle line:90% 00:55:57.680 --> 00:56:00.380 align:middle line:84% well, I forget what he called it, but the things that people 00:56:00.380 --> 00:56:01.620 align:middle line:90% need to live. 00:56:01.620 --> 00:56:03.550 align:middle line:90% What are the basic things? 00:56:03.550 --> 00:56:06.670 align:middle line:84% Primary needs, that's what he called them. 00:56:06.670 --> 00:56:07.940 align:middle line:90% For him, that's a term of art. 00:56:07.940 --> 00:56:09.065 align:middle line:90% What are the primary needs? 00:56:09.065 --> 00:56:13.420 align:middle line:90% Food, shelter, all that. 00:56:13.420 --> 00:56:17.810 align:middle line:84% He named about half a dozen of them. 00:56:17.810 --> 00:56:20.270 align:middle line:90% And he justified them. 00:56:20.270 --> 00:56:22.580 align:middle line:90% He justified his list. 00:56:22.580 --> 00:56:26.880 align:middle line:90% And self esteem was one of them. 00:56:26.880 --> 00:56:30.210 align:middle line:84% And he said self esteem was the most important one. 00:56:30.210 --> 00:56:33.210 align:middle line:90% 00:56:33.210 --> 00:56:36.990 align:middle line:84% Because if you don't have high self-esteem, 00:56:36.990 --> 00:56:40.267 align:middle line:84% you will never see the point in putting your time and energy 00:56:40.267 --> 00:56:41.100 align:middle line:90% in the rest of them. 00:56:41.100 --> 00:56:43.900 align:middle line:90% 00:56:43.900 --> 00:56:46.230 align:middle line:90% So he talked about self-esteem. 00:56:46.230 --> 00:56:54.630 align:middle line:84% And when I was studying him in a course that I was taking for-- 00:56:54.630 --> 00:56:56.500 align:middle line:84% this book was the textbook for the course 00:56:56.500 --> 00:56:58.800 align:middle line:90% and I had to get a grade-- 00:56:58.800 --> 00:57:01.950 align:middle line:90% this chart worked out for me. 00:57:01.950 --> 00:57:08.130 align:middle line:84% And that was I put internal here. 00:57:08.130 --> 00:57:09.450 align:middle line:90% I put external here. 00:57:09.450 --> 00:57:13.290 align:middle line:90% 00:57:13.290 --> 00:57:17.720 align:middle line:84% And what that meant was that one kind of self-esteem 00:57:17.720 --> 00:57:22.685 align:middle line:84% is a value judgment that you make about yourself. 00:57:22.685 --> 00:57:25.760 align:middle line:90% 00:57:25.760 --> 00:57:27.400 align:middle line:90% So that's the internal. 00:57:27.400 --> 00:57:30.580 align:middle line:84% The external is one that you make, 00:57:30.580 --> 00:57:33.100 align:middle line:84% but it's what you think everybody else thinks 00:57:33.100 --> 00:57:35.190 align:middle line:90% about you. 00:57:35.190 --> 00:57:37.570 align:middle line:90% That's the external. 00:57:37.570 --> 00:57:42.240 align:middle line:84% So it is possible to have a very high internal self-esteem 00:57:42.240 --> 00:57:44.880 align:middle line:84% and a very low external self-esteem. 00:57:44.880 --> 00:57:46.950 align:middle line:84% You can think very highly of yourself, 00:57:46.950 --> 00:57:51.060 align:middle line:84% but you think that nobody else thinks highly of you. 00:57:51.060 --> 00:57:56.220 align:middle line:84% And that's important, because if your external self 00:57:56.220 --> 00:57:58.710 align:middle line:84% esteem is low, then you're going to find 00:57:58.710 --> 00:58:03.030 align:middle line:84% it difficult to get people to join you in the things 00:58:03.030 --> 00:58:05.910 align:middle line:84% that you want to do, to help you out getting the things that you 00:58:05.910 --> 00:58:07.590 align:middle line:90% want to do. 00:58:07.590 --> 00:58:18.010 align:middle line:84% The other side was called self-confidence and self-worth. 00:58:18.010 --> 00:58:20.980 align:middle line:84% AUDIENCE: Self-worth is not the same as self-esteem? 00:58:20.980 --> 00:58:29.112 align:middle line:90% [INAUDIBLE] 00:58:29.112 --> 00:58:30.570 align:middle line:84% TAFT BROOME: In other words, you're 00:58:30.570 --> 00:58:32.952 align:middle line:84% saying that it's the same thing as this? 00:58:32.952 --> 00:58:36.186 align:middle line:84% AUDIENCE: Self-worth is the same as self-esteem. 00:58:36.186 --> 00:58:37.690 align:middle line:84% TAFT BROOME: Oh, all of these are 00:58:37.690 --> 00:58:38.940 align:middle line:90% the dimensions of self-esteem. 00:58:38.940 --> 00:58:39.850 align:middle line:90% AUDIENCE: [INAUDIBLE] 00:58:39.850 --> 00:58:41.290 align:middle line:90% TAFT BROOME: All of them. 00:58:41.290 --> 00:58:45.550 align:middle line:84% All of them are different kinds or facets of self-esteem, yeah. 00:58:45.550 --> 00:58:50.860 align:middle line:90% So this internal judgment-- 00:58:50.860 --> 00:58:56.910 align:middle line:84% not only of yourself, but whether or not 00:58:56.910 --> 00:59:01.940 align:middle line:84% you put something like a number on it-- 00:59:01.940 --> 00:59:07.460 align:middle line:84% that if you think yourself as not being worthy, 00:59:07.460 --> 00:59:14.930 align:middle line:84% then you probably will not succeed in the things 00:59:14.930 --> 00:59:19.070 align:middle line:84% you set out to do, because your unconscious will just not 00:59:19.070 --> 00:59:22.400 align:middle line:84% come up with a picture of you being the king. 00:59:22.400 --> 00:59:25.820 align:middle line:90% How can you be the king? 00:59:25.820 --> 00:59:30.080 align:middle line:84% So when Rawls begins to talk about all of these things, 00:59:30.080 --> 00:59:32.660 align:middle line:84% I could put them in one of these boxes 00:59:32.660 --> 00:59:36.620 align:middle line:84% and find out and follow what he's saying. 00:59:36.620 --> 00:59:38.580 align:middle line:84% So that's what this chart was about. 00:59:38.580 --> 00:59:44.180 align:middle line:84% And self-esteem is what is needed to go from 00:59:44.180 --> 00:59:47.810 align:middle line:90% wants to intentions. 00:59:47.810 --> 00:59:50.870 align:middle line:84% Low self-esteem, you'll sit around wanting things and being 00:59:50.870 --> 00:59:54.800 align:middle line:84% in pain all day, but you will never get to the point 00:59:54.800 --> 00:59:59.690 align:middle line:84% where you intend to do something about them. 00:59:59.690 --> 01:00:03.530 align:middle line:84% AUDIENCE: [INAUDIBLE] self-confidence [INAUDIBLE] 01:00:03.530 --> 01:00:04.340 align:middle line:90% TAFT BROOME: Yes. 01:00:04.340 --> 01:00:06.041 align:middle line:84% AUDIENCE: Self-worth, I guess, is clear. 01:00:06.041 --> 01:00:07.869 align:middle line:90% Self-confidence, [INAUDIBLE] 01:00:07.869 --> 01:00:09.460 align:middle line:90% TAFT BROOME: What about-- 01:00:09.460 --> 01:00:11.332 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:00:11.332 --> 01:00:12.370 align:middle line:90% TAFT BROOME: OK. 01:00:12.370 --> 01:00:14.530 align:middle line:90% What about if you think that-- 01:00:14.530 --> 01:00:18.100 align:middle line:90% 01:00:18.100 --> 01:00:23.460 align:middle line:84% let's say there are five of us here in the room. 01:00:23.460 --> 01:00:28.050 align:middle line:84% Let's say that we want to build a car 01:00:28.050 --> 01:00:34.230 align:middle line:84% and put it in competition as the best gas-saving car. 01:00:34.230 --> 01:00:37.170 align:middle line:84% Now suppose you look around, and everybody has a different job 01:00:37.170 --> 01:00:38.370 align:middle line:90% to do. 01:00:38.370 --> 01:00:41.870 align:middle line:84% Suppose you know that you can do your job, 01:00:41.870 --> 01:00:46.720 align:middle line:84% but the rest of us think you cannot do your job. 01:00:46.720 --> 01:00:49.570 align:middle line:84% That means that your external judgment 01:00:49.570 --> 01:00:51.838 align:middle line:90% of your self-confidence is low. 01:00:51.838 --> 01:00:53.380 align:middle line:84% Because you think that the rest of us 01:00:53.380 --> 01:00:57.046 align:middle line:84% don't have any confidence in you. 01:00:57.046 --> 01:00:57.993 align:middle line:90% And that's not-- 01:00:57.993 --> 01:01:00.160 align:middle line:84% AUDIENCE: What I think about how you think about me. 01:01:00.160 --> 01:01:01.330 align:middle line:84% TAFT BROOME: Right, that's complicated, 01:01:01.330 --> 01:01:02.455 align:middle line:90% but that's the way it goes. 01:01:02.455 --> 01:01:04.945 align:middle line:84% It's what you think about what we think about you. 01:01:04.945 --> 01:01:06.617 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:01:06.617 --> 01:01:08.450 align:middle line:84% TAFT BROOME: I don't know of any better way. 01:01:08.450 --> 01:01:10.090 align:middle line:90% That's what it is. 01:01:10.090 --> 01:01:14.260 align:middle line:84% So how many times have you ever been in a group, 01:01:14.260 --> 01:01:16.810 align:middle line:84% and somebody says, well y'all don't have any confidence 01:01:16.810 --> 01:01:18.970 align:middle line:90% in me? 01:01:18.970 --> 01:01:22.510 align:middle line:90% That's what it is. 01:01:22.510 --> 01:01:26.020 align:middle line:84% So that has to do with the prosecution of this commitment 01:01:26.020 --> 01:01:29.320 align:middle line:84% pathway from wants to intentions. 01:01:29.320 --> 01:01:33.480 align:middle line:84% So what you've got to do is to be 01:01:33.480 --> 01:01:38.150 align:middle line:84% able to convince your customers that you can do it. 01:01:38.150 --> 01:01:42.440 align:middle line:84% You got to convince yourself you can do those things. 01:01:42.440 --> 01:01:43.648 align:middle line:90% That's where that came up. 01:01:43.648 --> 01:01:52.490 align:middle line:90% 01:01:52.490 --> 01:01:55.760 align:middle line:84% So I really think that the basic idea of engineering and all 01:01:55.760 --> 01:01:59.240 align:middle line:84% the practical disciplines has to do with this commitment 01:01:59.240 --> 01:02:05.660 align:middle line:84% pathway and this innate ability that we all have. 01:02:05.660 --> 01:02:12.655 align:middle line:84% And I make the a priori assumption 01:02:12.655 --> 01:02:14.280 align:middle line:84% that we all have it at the same degree. 01:02:14.280 --> 01:02:17.190 align:middle line:90% 01:02:17.190 --> 01:02:21.990 align:middle line:84% What I will say is that it's possible to study and debate 01:02:21.990 --> 01:02:27.170 align:middle line:84% and to read and develop this, so that you can do more 01:02:27.170 --> 01:02:28.310 align:middle line:90% in the area of this. 01:02:28.310 --> 01:02:31.390 align:middle line:90% 01:02:31.390 --> 01:02:34.145 align:middle line:84% And your development of it is what I call the forte. 01:02:34.145 --> 01:02:38.010 align:middle line:90% 01:02:38.010 --> 01:02:38.510 align:middle line:90% Yes? 01:02:38.510 --> 01:02:51.045 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:02:51.045 --> 01:02:52.670 align:middle line:84% TAFT BROOME: You want to write it down? 01:02:52.670 --> 01:02:54.566 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:02:54.566 --> 01:02:56.390 align:middle line:84% TAFT BROOME: Go ahead, just write it out. 01:02:56.390 --> 01:02:59.120 align:middle line:90% Because I mean, this isn't-- 01:02:59.120 --> 01:03:03.611 align:middle line:90% 01:03:03.611 --> 01:03:12.518 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:03:12.518 --> 01:03:13.310 align:middle line:90% TAFT BROOME: Right. 01:03:13.310 --> 01:03:14.867 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:03:14.867 --> 01:03:16.950 align:middle line:84% TAFT BROOME: Oh, you're going to make a matrix out 01:03:16.950 --> 01:03:17.640 align:middle line:90% of that, the cognition? 01:03:17.640 --> 01:03:18.510 align:middle line:90% AUDIENCE: Cognition. 01:03:18.510 --> 01:03:19.350 align:middle line:90% TAFT BROOME: Oh. 01:03:19.350 --> 01:03:20.880 align:middle line:84% AUDIENCE: It doesn't work that way? 01:03:20.880 --> 01:03:22.500 align:middle line:90% TAFT BROOME: I don't know. 01:03:22.500 --> 01:03:25.190 align:middle line:84% Look, there's a way to think about all of this. 01:03:25.190 --> 01:03:27.900 align:middle line:84% It depends on how you want to use it and make your arguments. 01:03:27.900 --> 01:03:29.900 align:middle line:90% This is good for me. 01:03:29.900 --> 01:03:32.460 align:middle line:84% AUDIENCE: But what's he's doing kind of suggests 01:03:32.460 --> 01:03:34.950 align:middle line:84% that there's different permutations of the specialty 01:03:34.950 --> 01:03:40.403 align:middle line:84% and the forte, sort of take new lens to describe things 01:03:40.403 --> 01:03:41.570 align:middle line:90% we haven't talked about yet. 01:03:41.570 --> 01:03:42.280 align:middle line:90% TAFT BROOME: Yes. 01:03:42.280 --> 01:03:45.310 align:middle line:84% AUDIENCE: So like knowledge plus psychomotor 01:03:45.310 --> 01:03:49.200 align:middle line:84% skills is a different [? lens ?] than [INAUDIBLE] 01:03:49.200 --> 01:03:51.292 align:middle line:84% AUDIENCE: [INAUDIBLE] talked about [INAUDIBLE] 01:03:51.292 --> 01:03:53.162 align:middle line:90% TAFT BROOME: Yeah. 01:03:53.162 --> 01:03:56.048 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:03:56.048 --> 01:03:57.610 align:middle line:90% TAFT BROOME: Sure. 01:03:57.610 --> 01:04:01.100 align:middle line:84% So this matrix would be best for that kind of thinking. 01:04:01.100 --> 01:04:04.900 align:middle line:84% And this would be best for the established learned 01:04:04.900 --> 01:04:06.548 align:middle line:90% disciplines, I guess, perhaps. 01:04:06.548 --> 01:04:08.090 align:middle line:84% But this is the way I think about it. 01:04:08.090 --> 01:04:25.586 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:04:25.586 --> 01:04:27.856 align:middle line:90% TAFT BROOME: No, that's right. 01:04:27.856 --> 01:04:30.071 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:04:30.071 --> 01:04:31.390 align:middle line:90% TAFT BROOME: Right. 01:04:31.390 --> 01:04:34.200 align:middle line:84% There's a word that I did use over here. 01:04:34.200 --> 01:04:39.190 align:middle line:84% Now first of all, I'm applying the whole chart 01:04:39.190 --> 01:04:43.160 align:middle line:90% to every learned discipline. 01:04:43.160 --> 01:04:44.840 align:middle line:84% What I do not apply to everyday any 01:04:44.840 --> 01:04:47.728 align:middle line:84% the discipline is the same specialty and the same forte. 01:04:47.728 --> 01:04:49.520 align:middle line:84% In other words, what do you spend your time 01:04:49.520 --> 01:04:50.480 align:middle line:90% learning the most on? 01:04:50.480 --> 01:04:53.410 align:middle line:90% 01:04:53.410 --> 01:04:56.110 align:middle line:84% We already said that there's a difference between the way 01:04:56.110 --> 01:04:59.350 align:middle line:84% you think about this matter and what you write down and pass on 01:04:59.350 --> 01:05:03.760 align:middle line:84% to others, and how you argue the matter. 01:05:03.760 --> 01:05:05.922 align:middle line:84% And these are what you have called, 01:05:05.922 --> 01:05:07.630 align:middle line:84% when we talked about learned disciplines, 01:05:07.630 --> 01:05:12.280 align:middle line:84% and what I call the body of knowledge. 01:05:12.280 --> 01:05:13.920 align:middle line:90% That's what that is. 01:05:13.920 --> 01:05:16.650 align:middle line:84% The real value of the body of knowledge 01:05:16.650 --> 01:05:18.670 align:middle line:84% is really not that it's set down here 01:05:18.670 --> 01:05:20.190 align:middle line:90% and that you can argue from it. 01:05:20.190 --> 01:05:21.840 align:middle line:84% The real body is that when we're dead, 01:05:21.840 --> 01:05:24.920 align:middle line:84% we can give it to somebody else who's living. 01:05:24.920 --> 01:05:26.740 align:middle line:90% That's the real value of it. 01:05:26.740 --> 01:05:29.330 align:middle line:84% It can go from generation to generation. 01:05:29.330 --> 01:05:30.850 align:middle line:90% You can preserve it. 01:05:30.850 --> 01:05:32.680 align:middle line:84% A lot of these thoughts about what's 01:05:32.680 --> 01:05:38.060 align:middle line:84% coming to me in the night are gone when I'm gone. 01:05:38.060 --> 01:05:40.720 align:middle line:84% So when we talk about the body of learned knowledge, 01:05:40.720 --> 01:05:42.220 align:middle line:84% we're talking about something that's 01:05:42.220 --> 01:05:46.160 align:middle line:84% transmittable through the generations, which 01:05:46.160 --> 01:05:48.110 align:middle line:90% makes ballet hard. 01:05:48.110 --> 01:05:51.020 align:middle line:84% So you have to transmit through-- 01:05:51.020 --> 01:05:54.290 align:middle line:90% 01:05:54.290 --> 01:05:57.190 align:middle line:90% what's the word? 01:05:57.190 --> 01:06:00.253 align:middle line:90% I'm looking for the word. 01:06:00.253 --> 01:06:01.295 align:middle line:90% AUDIENCE: Apprenticeship? 01:06:01.295 --> 01:06:03.990 align:middle line:84% TAFT BROOME: Apprenticeship, yeah. 01:06:03.990 --> 01:06:08.460 align:middle line:84% So you get it clear and then you pass it to somebody, 01:06:08.460 --> 01:06:10.710 align:middle line:84% and hopefully, the line is not broken. 01:06:10.710 --> 01:06:15.470 align:middle line:90% 01:06:15.470 --> 01:06:18.020 align:middle line:84% In philosophy, they have such a thing as-- 01:06:18.020 --> 01:06:20.585 align:middle line:90% since we got five more minutes-- 01:06:20.585 --> 01:06:25.640 align:middle line:90% that I think is remarkable. 01:06:25.640 --> 01:06:27.800 align:middle line:84% Believe it or not, they have it in philosophy. 01:06:27.800 --> 01:06:31.640 align:middle line:84% When you think about it, they have it in theology too. 01:06:31.640 --> 01:06:36.140 align:middle line:84% In philosophy, there's such a thing as a Kantian scholar. 01:06:36.140 --> 01:06:38.790 align:middle line:90% 01:06:38.790 --> 01:06:42.330 align:middle line:84% Now a Kantian scholar is not merely a person 01:06:42.330 --> 01:06:47.740 align:middle line:84% who did his or her dissertation on Immanuel Kant. 01:06:47.740 --> 01:06:51.830 align:middle line:84% A Kantian scholar is a person who 01:06:51.830 --> 01:06:56.810 align:middle line:84% has been cultivated by somebody who was cultivated by somebody 01:06:56.810 --> 01:07:00.320 align:middle line:84% who was cultivated by somebody who was cultivated by Immanuel 01:07:00.320 --> 01:07:02.030 align:middle line:90% Kant. 01:07:02.030 --> 01:07:03.920 align:middle line:84% There's an intellectual lineage-- 01:07:03.920 --> 01:07:05.443 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:07:05.443 --> 01:07:06.860 align:middle line:84% TAFT BROOME: --that comes straight 01:07:06.860 --> 01:07:10.130 align:middle line:90% from the person straight down. 01:07:10.130 --> 01:07:14.810 align:middle line:84% And that person's duty in life is 01:07:14.810 --> 01:07:18.110 align:middle line:84% to be Immanuel Kant in our generation. 01:07:18.110 --> 01:07:21.710 align:middle line:90% 01:07:21.710 --> 01:07:25.940 align:middle line:84% And there was a philosopher, an African-American 01:07:25.940 --> 01:07:30.080 align:middle line:84% who was chair of the philosophy department at Howard 01:07:30.080 --> 01:07:33.455 align:middle line:84% named Alain Locke for 40 years, 35 years. 01:07:33.455 --> 01:07:36.407 align:middle line:90% 01:07:36.407 --> 01:07:37.990 align:middle line:84% They're still making Lockean scholars. 01:07:37.990 --> 01:07:40.658 align:middle line:90% 01:07:40.658 --> 01:07:42.450 align:middle line:84% They got that lineage coming straight down. 01:07:42.450 --> 01:07:45.190 align:middle line:90% 01:07:45.190 --> 01:07:48.317 align:middle line:84% AUDIENCE: Do you know who the Kantian scholars are now? 01:07:48.317 --> 01:07:49.900 align:middle line:84% TAFT BROOME: I don't know any of them. 01:07:49.900 --> 01:07:52.420 align:middle line:90% 01:07:52.420 --> 01:07:54.670 align:middle line:84% But I'll tell you this, it would be a nightmare for me 01:07:54.670 --> 01:07:56.087 align:middle line:84% to learn that the line was broken. 01:07:56.087 --> 01:07:58.690 align:middle line:90% 01:07:58.690 --> 01:07:59.190 align:middle line:90% Yeah. 01:07:59.190 --> 01:08:02.060 align:middle line:90% 01:08:02.060 --> 01:08:03.740 align:middle line:90% Yeah. 01:08:03.740 --> 01:08:04.910 align:middle line:90% It would be nice. 01:08:04.910 --> 01:08:12.890 align:middle line:84% I even know how much this stuff is cherished today. 01:08:12.890 --> 01:08:18.670 align:middle line:84% But as a matter of fact, can you think of where this idea-- 01:08:18.670 --> 01:08:20.380 align:middle line:90% we got three more minutes-- 01:08:20.380 --> 01:08:23.170 align:middle line:84% is kept alive or has been kept alive for a long time? 01:08:23.170 --> 01:08:26.340 align:middle line:90% 01:08:26.340 --> 01:08:30.590 align:middle line:84% I understand that the Pope had to be cultivated by somebody 01:08:30.590 --> 01:08:32.840 align:middle line:84% who was cultivated by somebody who was cultivated all 01:08:32.840 --> 01:08:34.048 align:middle line:90% the way back to the Apostles. 01:08:34.048 --> 01:08:37.189 align:middle line:90% 01:08:37.189 --> 01:08:38.404 align:middle line:90% They tried to keep it going. 01:08:38.404 --> 01:08:42.532 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:08:42.532 --> 01:08:44.240 align:middle line:84% TAFT BROOME: They tried to keep it going. 01:08:44.240 --> 01:08:46.819 align:middle line:90% I think they broke it, though. 01:08:46.819 --> 01:08:49.520 align:middle line:84% Well, I don't want to get into all that. 01:08:49.520 --> 01:08:52.125 align:middle line:90% But philosophers did try. 01:08:52.125 --> 01:08:54.970 align:middle line:84% They still do it with some scholars. 01:08:54.970 --> 01:08:56.300 align:middle line:90% AUDIENCE: [INAUDIBLE] 01:08:56.300 --> 01:08:59.424 align:middle line:84% TAFT BROOME: It's be nice if engineers did it, wouldn't it? 01:08:59.424 --> 01:09:01.790 align:middle line:84% The question is, who would we start with? 01:09:01.790 --> 01:09:05.310 align:middle line:90% 01:09:05.310 --> 01:09:08.838 align:middle line:84% But yeah, the idea is to have that person with us 01:09:08.838 --> 01:09:09.630 align:middle line:90% in this generation. 01:09:09.630 --> 01:09:11.297 align:middle line:84% What would that person say, and would we 01:09:11.297 --> 01:09:17.970 align:middle line:84% be better off if we had that point of view straight out of-- 01:09:17.970 --> 01:09:20.310 align:middle line:84% as close as we can get it-- that person's mind? 01:09:20.310 --> 01:09:22.158 align:middle line:84% AUDIENCE: It's like the game of Telephone, 01:09:22.158 --> 01:09:25.460 align:middle line:84% where every time [INAUDIBLE] kids get in a line, and-- 01:09:25.460 --> 01:09:26.710 align:middle line:90% TAFT BROOME: I know that game. 01:09:26.710 --> 01:09:30.949 align:middle line:84% AUDIENCE: [INAUDIBLE] this lineage of scholarship changes 01:09:30.949 --> 01:09:35.143 align:middle line:90% [INAUDIBLE] 01:09:35.143 --> 01:09:36.560 align:middle line:84% TAFT BROOME: You [? realize ?] you 01:09:36.560 --> 01:09:42.112 align:middle line:84% can't take it too seriously, but there's something in it. 01:09:42.112 --> 01:09:43.529 align:middle line:84% Because the person is not supposed 01:09:43.529 --> 01:09:44.790 align:middle line:90% to just learn the method. 01:09:44.790 --> 01:09:49.779 align:middle line:84% Supposed to learn the person's habits, and his personal views 01:09:49.779 --> 01:09:52.510 align:middle line:90% on this, that, and the other. 01:09:52.510 --> 01:09:56.060 align:middle line:84% It's supposed to be a biographer. 01:09:56.060 --> 01:09:59.960 align:middle line:84% And you're supposed to be that person, Immanuel Kant, 01:09:59.960 --> 01:10:02.200 align:middle line:90% in this life today.