sometimes the best teaching we do is an act of deception it’s a kind of magic
act of deception it’s a kind of magic
act of deception it’s a kind of magic show where we tell a story using sounds
show where we tell a story using sounds
show where we tell a story using sounds images and ideas we live in an
images and ideas we live in an
images and ideas we live in an impossible world pressure and problems
impossible world pressure and problems
impossible world pressure and problems are everywhere
are everywhere
are everywhere we are micromanage since school and in
we are micromanage since school and in
we are micromanage since school and in the workplace and even when you learn to
the workplace and even when you learn to
the workplace and even when you learn to manage the difficulties of being a
manage the difficulties of being a
manage the difficulties of being a student looking around it’s easy to see
student looking around it’s easy to see
student looking around it’s easy to see a whole world of other problems you’ll
a whole world of other problems you’ll
a whole world of other problems you’ll eventually have to deal with there is
eventually have to deal with there is
eventually have to deal with there is deforestation there are islands of
deforestation there are islands of
deforestation there are islands of floating plastic and Pacific vanishing
floating plastic and Pacific vanishing
floating plastic and Pacific vanishing species and innumerable forms of social
species and innumerable forms of social
species and innumerable forms of social injustice the list is endless and often
injustice the list is endless and often
injustice the list is endless and often we feel like our lives are not our own
we feel like our lives are not our own
we feel like our lives are not our own directed and often deceived by people
directed and often deceived by people
directed and often deceived by people and institutions we may or may not even
and institutions we may or may not even
and institutions we may or may not even be familiar with when we take the time
be familiar with when we take the time
be familiar with when we take the time to think about all these troubles it can
to think about all these troubles it can
to think about all these troubles it can easily lead us to feelings of individual
easily lead us to feelings of individual
easily lead us to feelings of individual hopelessness in the face of them the
hopelessness in the face of them the
hopelessness in the face of them the right kind of teaching I think can help
right kind of teaching I think can help
right kind of teaching I think can help us avoid these feelings
the Penrose triangle is an impossible
the Penrose triangle is an impossible object it is a three dimensional
object it is a three dimensional
object it is a three dimensional projection that cannot exist in real
projection that cannot exist in real
projection that cannot exist in real space it plays with our minds tendency
space it plays with our minds tendency
space it plays with our minds tendency to attempt to make three-dimensional
to attempt to make three-dimensional
to attempt to make three-dimensional objects from false visual cues in a
objects from false visual cues in a
objects from false visual cues in a two-dimensional space the error in how
two-dimensional space the error in how
two-dimensional space the error in how we see works I think is a pretty good
we see works I think is a pretty good
we see works I think is a pretty good visual metaphor for our habit of
visual metaphor for our habit of
visual metaphor for our habit of trusting and social institutions that
trusting and social institutions that
trusting and social institutions that sometimes deceive us and create some of
sometimes deceive us and create some of
sometimes deceive us and create some of the problems I’ve mentioned an example
the problems I’ve mentioned an example
the problems I’ve mentioned an example of what I mean might help in the
of what I mean might help in the
of what I mean might help in the waterfall up here MC Escher used to
waterfall up here MC Escher used to
waterfall up here MC Escher used to impossible Penrose triangle side-by-side
impossible Penrose triangle side-by-side
impossible Penrose triangle side-by-side to help explain an impossible machine
to help explain an impossible machine
to help explain an impossible machine did everybody see the two triangles
defined by the waterfall at the base
defined by the waterfall at the base it’s a machine that once started never
it’s a machine that once started never
it’s a machine that once started never stops a perpetual motion machine the
stops a perpetual motion machine the
stops a perpetual motion machine the invention of such a machine has been
invention of such a machine has been
invention of such a machine has been attempted by many but never successfully
attempted by many but never successfully
attempted by many but never successfully because it violates basic laws of
because it violates basic laws of
because it violates basic laws of thermodynamics in the case of Escher’s
thermodynamics in the case of Escher’s
thermodynamics in the case of Escher’s waterfall the water would eventually
waterfall the water would eventually
waterfall the water would eventually evaporate and the grinding stone
evaporate and the grinding stone
evaporate and the grinding stone attached to the water will stop
attached to the water will stop
attached to the water will stop interestingly actuaries fictional
interestingly actuaries fictional
interestingly actuaries fictional architecture is one of Industry a mill
architecture is one of Industry a mill
architecture is one of Industry a mill for grinding corn or generating energy
for grinding corn or generating energy
for grinding corn or generating energy perhaps aside from giving us an
perhaps aside from giving us an
perhaps aside from giving us an entertaining optical illusion was Escher
entertaining optical illusion was Escher
entertaining optical illusion was Escher trying to say something more we might
trying to say something more we might
trying to say something more we might ask ourselves if this visual deception
ask ourselves if this visual deception
ask ourselves if this visual deception of a mechanical impossibility is a
of a mechanical impossibility is a
of a mechanical impossibility is a useful metaphor to help explain a
useful metaphor to help explain a
useful metaphor to help explain a particular industry deception
the industry practice of planned
the industry practice of planned obsolescence is a deception companies
obsolescence is a deception companies
obsolescence is a deception companies advertise quality and durability yet
advertise quality and durability yet
advertise quality and durability yet design products to fail in order to sell
design products to fail in order to sell
design products to fail in order to sell us more we’re convinced by slick
us more we’re convinced by slick
us more we’re convinced by slick advertising to keep buying without
advertising to keep buying without
advertising to keep buying without thinking much about where the natural
thinking much about where the natural
thinking much about where the natural resources are going some we might ask
resources are going some we might ask
resources are going some we might ask ourselves where is the connection
ourselves where is the connection
ourselves where is the connection between Escher’s waterwheel and this
between Escher’s waterwheel and this
between Escher’s waterwheel and this common practice of planned obsolescence
common practice of planned obsolescence
common practice of planned obsolescence well like the water pitcher – nature’s
well like the water pitcher – nature’s
well like the water pitcher – nature’s impossible perpetual motion machine the
impossible perpetual motion machine the
impossible perpetual motion machine the resources we use will eventually dry up
resources we use will eventually dry up
resources we use will eventually dry up and the wheels of Industry will
and the wheels of Industry will
and the wheels of Industry will eventually stop it’s important to
eventually stop it’s important to
eventually stop it’s important to remember that the deception of the
remember that the deception of the
remember that the deception of the Penrose triangle is a natural tendency
Penrose triangle is a natural tendency
Penrose triangle is a natural tendency of the brain we are not just innocent
of the brain we are not just innocent
of the brain we are not just innocent bystanders but participate in the
bystanders but participate in the
bystanders but participate in the illusion and if we extend the metaphor
illusion and if we extend the metaphor
illusion and if we extend the metaphor to include the part all of us play we as
to include the part all of us play we as
to include the part all of us play we as consumers are willing participants in
consumers are willing participants in
consumers are willing participants in the drama we enjoy our comforting
the drama we enjoy our comforting
the drama we enjoy our comforting illusions we put hope in this mobius
illusions we put hope in this mobius
illusions we put hope in this mobius strip variation on the Penrose triangle
strip variation on the Penrose triangle
strip variation on the Penrose triangle and give lip service to the three hours
and give lip service to the three hours
and give lip service to the three hours of reuse sorry reduce reuse and recycle
of reuse sorry reduce reuse and recycle
of reuse sorry reduce reuse and recycle which is undoubtedly a step in the right
which is undoubtedly a step in the right
which is undoubtedly a step in the right direction but the reality is that many
direction but the reality is that many
direction but the reality is that many of us are more easily drawn into the
of us are more easily drawn into the
of us are more easily drawn into the more destructive cycle of crave consume
more destructive cycle of crave consume
more destructive cycle of crave consume and Chuck Chuck for those of you don’t
and Chuck Chuck for those of you don’t
and Chuck Chuck for those of you don’t know means to throw away granted we are
know means to throw away granted we are
know means to throw away granted we are driven by false industry promises
driven by false industry promises
driven by false industry promises promoted by advertising
advertising that appeals to as Edward
advertising that appeals to as Edward Bernays correctly demonstrated
Bernays correctly demonstrated
Bernays correctly demonstrated subconscious desires but it should be
subconscious desires but it should be
subconscious desires but it should be obvious to everyone that we play our
obvious to everyone that we play our
obvious to everyone that we play our part in this so in the classroom how do
part in this so in the classroom how do
part in this so in the classroom how do we combat the institutions and society
we combat the institutions and society
we combat the institutions and society that are misleading and destructive well
that are misleading and destructive well
that are misleading and destructive well one thing that I’ve found useful in my
one thing that I’ve found useful in my
one thing that I’ve found useful in my classes is something called critical
classes is something called critical
classes is something called critical pedagogy this was developed by a number
pedagogy this was developed by a number
pedagogy this was developed by a number of writers but one in particular one
of writers but one in particular one
of writers but one in particular one Pablo Fayed was a Brazilian educator who
Pablo Fayed was a Brazilian educator who
Pablo Fayed was a Brazilian educator who looked at institutions in society and
looked at institutions in society and
looked at institutions in society and how institutions relate to each other
how institutions relate to each other
how institutions relate to each other how institutions relate to individuals
how institutions relate to individuals
how institutions relate to individuals and how individuals relate to each other
and how individuals relate to each other
and how individuals relate to each other and particularly in terms of power in
and particularly in terms of power in
and particularly in terms of power in society so what he did was he came up
society so what he did was he came up
society so what he did was he came up with different teaching strategies that
with different teaching strategies that
with different teaching strategies that would enable students to first recognize
would enable students to first recognize
would enable students to first recognize these relationships than to question
these relationships than to question
these relationships than to question them and then if need be to try and
them and then if need be to try and
them and then if need be to try and reform them to bring about a more just
reform them to bring about a more just
reform them to bring about a more just society now I’ve chosen this image is
society now I’ve chosen this image is
society now I’ve chosen this image is this kind of triangular arrangement just
this kind of triangular arrangement just
this kind of triangular arrangement just as a way to maybe help clarify the
as a way to maybe help clarify the
as a way to maybe help clarify the relationships that we have we have the
relationships that we have we have the
relationships that we have we have the teachers up in the boat as I see it on
teachers up in the boat as I see it on
teachers up in the boat as I see it on the vulnerable students down in the
the vulnerable students down in the
the vulnerable students down in the water who need help and the institutions
water who need help and the institutions
water who need help and the institutions that practice sometimes quite
that practice sometimes quite
that practice sometimes quite destructive deception but distinguishing
destructive deception but distinguishing
destructive deception but distinguishing the truth from the lies is difficult
the truth from the lies is difficult
the truth from the lies is difficult when we think about something like
when we think about something like
when we think about something like consumerism and how it so completely
consumerism and how it so completely
consumerism and how it so completely dominates our lives how often you buy
dominates our lives how often you buy
dominates our lives how often you buy things every day how many of those
things every day how many of those
things every day how many of those things do you really need versus how
things do you really need versus how
things do you really need versus how many you just want and how often do you
many you just want and how often do you
many you just want and how often do you buy things in like a child after
buy things in like a child after
buy things in like a child after Christmas bored with your toys just put
Christmas bored with your toys just put
Christmas bored with your toys just put them away never to use them again
them away never to use them again
them away never to use them again think about how our satisfaction in life
think about how our satisfaction in life
think about how our satisfaction in life depends on having things status feelings
depends on having things status feelings
depends on having things status feelings of belonging entertainment and comfort
of belonging entertainment and comfort
of belonging entertainment and comfort so maybe we can help students more by
so maybe we can help students more by
so maybe we can help students more by practicing something like what the
practicing something like what the
practicing something like what the advertising industry already does what
advertising industry already does what
advertising industry already does what if we take a page from their game what
if we take a page from their game what
if we take a page from their game what if in order to lead students to see the
if in order to lead students to see the
if in order to lead students to see the disparities of power and advantage in
disparities of power and advantage in
disparities of power and advantage in the world we start lying to the students
the world we start lying to the students
the world we start lying to the students as well it seemed like a good idea out
as well it seemed like a good idea out
as well it seemed like a good idea out there what do you guys think should
there what do you guys think should
there what do you guys think should teachers begin lying to students
think of deception in this sense we
think of deception in this sense we might practice in the classroom as a
might practice in the classroom as a
might practice in the classroom as a kind of vaccination to be clearly
kind of vaccination to be clearly
kind of vaccination to be clearly completely clear everybody here is aware
completely clear everybody here is aware
completely clear everybody here is aware of what a vaccination is exactly right
of what a vaccination is exactly right
of what a vaccination is exactly right is where we introduce a small
is where we introduce a small
is where we introduce a small inactivated sample of a pathogen into
inactivated sample of a pathogen into
inactivated sample of a pathogen into our systems the hope being that the the
our systems the hope being that the the
our systems the hope being that the the inactivated pathogen will help to build
inactivated pathogen will help to build
inactivated pathogen will help to build our immune systems to strengthen them
our immune systems to strengthen them
our immune systems to strengthen them and by analogy I’m suggesting that we
and by analogy I’m suggesting that we
and by analogy I’m suggesting that we live to students is a way to help
live to students is a way to help
live to students is a way to help prepare them and strengthen their
prepare them and strengthen their
prepare them and strengthen their critical skills for when they come into
critical skills for when they come into
critical skills for when they come into contact with more destructive social
contact with more destructive social
contact with more destructive social deceptions for instance as a way of
deceptions for instance as a way of
deceptions for instance as a way of introducing a previous concept of
introducing a previous concept of
introducing a previous concept of planned obsolescence when I teach this
planned obsolescence when I teach this
planned obsolescence when I teach this in class I might begin a discussion by
in class I might begin a discussion by
in class I might begin a discussion by stating that money does in fact bring
stating that money does in fact bring
stating that money does in fact bring happiness and therefore the pursuit of
happiness and therefore the pursuit of
happiness and therefore the pursuit of it is always justified I present this
it is always justified I present this
it is always justified I present this idea to the students as if I’m actually
idea to the students as if I’m actually
idea to the students as if I’m actually invested in it as if I actually believed
invested in it as if I actually believed
invested in it as if I actually believed it the idea of course is that the
it the idea of course is that the
it the idea of course is that the students will react in a contrary way to
students will react in a contrary way to
students will react in a contrary way to this obviously radical position
this obviously radical position
this obviously radical position especially if our previous interactions
especially if our previous interactions
especially if our previous interactions in the class have led the students to
in the class have led the students to
in the class have led the students to believe that I actually am against this
believe that I actually am against this
believe that I actually am against this idea in another class I teach about
idea in another class I teach about
idea in another class I teach about something called colony collapse
something called colony collapse
something called colony collapse disorder now this is a recent problem in
disorder now this is a recent problem in
disorder now this is a recent problem in Europe and in North America there have
Europe and in North America there have
Europe and in North America there have been mass die-offs of millions of bees
been mass die-offs of millions of bees
been mass die-offs of millions of bees in at the culture and there are
in at the culture and there are
in at the culture and there are different possible explanations for why
different possible explanations for why
different possible explanations for why this is happening
some people think that it’s diet maybe
some people think that it’s diet maybe they’re not getting the kind of food
they’re not getting the kind of food
they’re not getting the kind of food that they used to get some people argue
that they used to get some people argue
that they used to get some people argue that pesticides are involved and others
that pesticides are involved and others
that pesticides are involved and others yet suggested perhaps parasites or even
yet suggested perhaps parasites or even
yet suggested perhaps parasites or even maybe that a combination of these three
maybe that a combination of these three
maybe that a combination of these three problems is what’s involved one of the
problems is what’s involved one of the
problems is what’s involved one of the large Agri chemical companies
large Agri chemical companies
large Agri chemical companies wrote a small book that targeted
wrote a small book that targeted
wrote a small book that targeted children to educate them about the use
children to educate them about the use
children to educate them about the use of their product to help these the
of their product to help these the
of their product to help these the information was obviously one-sided so I
information was obviously one-sided so I
information was obviously one-sided so I bring it into class and I presented to
bring it into class and I presented to
bring it into class and I presented to the students is just an informative
the students is just an informative
the students is just an informative public service announcement when we read
public service announcement when we read
public service announcement when we read it after I asked the students who they
it after I asked the students who they
it after I asked the students who they think would have published the book I
think would have published the book I
think would have published the book I draw their attention to a small logo
draw their attention to a small logo
draw their attention to a small logo down in the corner and suggest that they
down in the corner and suggest that they
down in the corner and suggest that they do some research on it and I give them a
do some research on it and I give them a
do some research on it and I give them a research assignment to look up
research assignment to look up
research assignment to look up information related to the company
information related to the company
information related to the company having specifically to do with bees the
having specifically to do with bees the
having specifically to do with bees the discussion on the following day is often
discussion on the following day is often
discussion on the following day is often pretty interesting some students come in
pretty interesting some students come in
pretty interesting some students come in with very different information some get
with very different information some get
with very different information some get only information that the company
only information that the company
only information that the company published others get more controversial
published others get more controversial
published others get more controversial information and it helps to generate a
information and it helps to generate a
information and it helps to generate a very interesting discussion ok so what’s
very interesting discussion ok so what’s
very interesting discussion ok so what’s the point of doing this a calculated
the point of doing this a calculated
the point of doing this a calculated dishonesty why would you know what’s the
dishonesty why would you know what’s the
dishonesty why would you know what’s the objectives here so the first objective
objectives here so the first objective
objectives here so the first objective is because the deception allows the
is because the deception allows the
is because the deception allows the students to discover the information on
students to discover the information on
students to discover the information on their own and whatever whatever problems
their own and whatever whatever problems
their own and whatever whatever problems might be related to it it teaches them
might be related to it it teaches them
might be related to it it teaches them to question even the teacher and then
to question even the teacher and then
to question even the teacher and then try to see the value of assessing all
try to see the value of assessing all
try to see the value of assessing all information regardless of the source
because it simulates being lied to the
because it simulates being lied to the experience the live firsthand and then
experience the live firsthand and then
experience the live firsthand and then go through the steps of receiving
go through the steps of receiving
go through the steps of receiving information challenging the line and
information challenging the line and
information challenging the line and finally in a class they can help each
finally in a class they can help each
finally in a class they can help each other see shared cultural deceptions
in the Republic Plato talks about two
in the Republic Plato talks about two kinds of lies the first of these is the
kinds of lies the first of these is the
kinds of lies the first of these is the lie in the soul what happens to someone
lie in the soul what happens to someone
lie in the soul what happens to someone who arrives at the end of her life and
who arrives at the end of her life and
who arrives at the end of her life and discovers that all the material goods
discovers that all the material goods
discovers that all the material goods she’s been accumulating have not given
she’s been accumulating have not given
she’s been accumulating have not given her happiness but in fact have led to
her happiness but in fact have led to
her happiness but in fact have led to the further degeneration of the
the further degeneration of the
the further degeneration of the environment that’s going to be left for
environment that’s going to be left for
environment that’s going to be left for her children it’s important to catch
her children it’s important to catch
her children it’s important to catch these deceptions early in life because
these deceptions early in life because
these deceptions early in life because they’re less established and easier to
they’re less established and easier to
they’re less established and easier to question and more importantly they are
question and more importantly they are
question and more importantly they are prevented from doing more serious damage
prevented from doing more serious damage
prevented from doing more serious damage when people come to the realization
when people come to the realization
when people come to the realization after it’s too late that they had been
after it’s too late that they had been
after it’s too late that they had been deceived about something that they
deceived about something that they
deceived about something that they thought of is essential to their life
thought of is essential to their life
thought of is essential to their life and how they lived it the second lie
and how they lived it the second lie
and how they lived it the second lie according to Plato is the lion words
according to Plato is the lion words
according to Plato is the lion words this is a constructive deception a kind
this is a constructive deception a kind
this is a constructive deception a kind of medicine is described by Plato the
of medicine is described by Plato the
of medicine is described by Plato the allegory of the cave which is also in
allegory of the cave which is also in
allegory of the cave which is also in the Republic serves as a pretty good
the Republic serves as a pretty good
the Republic serves as a pretty good example of this kind of lie a kind of
example of this kind of lie a kind of
example of this kind of lie a kind of Mythology if you take a look at the
Mythology if you take a look at the
Mythology if you take a look at the image here what this is basically is
image here what this is basically is
image here what this is basically is society in miniature we have prisoners
society in miniature we have prisoners
society in miniature we have prisoners in a cave and all they can see in the
in a cave and all they can see in the
in a cave and all they can see in the cave are shadows up on the wall
cave are shadows up on the wall
cave are shadows up on the wall projected from a fire that represents
projected from a fire that represents
projected from a fire that represents societies institutions these are just
societies institutions these are just
societies institutions these are just shadows of reality now according to
shadows of reality now according to
shadows of reality now according to Plato the objective is that you leave
Plato the objective is that you leave
Plato the objective is that you leave the cave if you walk out into the
the cave if you walk out into the
the cave if you walk out into the sunlight to find the truth of how the
sunlight to find the truth of how the
sunlight to find the truth of how the world really works but that’s not what
world really works but that’s not what
world really works but that’s not what Plato stops after you do that after
Plato stops after you do that after
Plato stops after you do that after you’ve come to that realization you
you’ve come to that realization you
you’ve come to that realization you return into the cave and you have the
return into the cave and you have the
return into the cave and you have the obligation as teachers this is
obligation as teachers this is
obligation as teachers this is essentially an allegory for educators as
essentially an allegory for educators as
essentially an allegory for educators as teachers you should come in and try to
teachers you should come in and try to
teachers you should come in and try to make people understand the deceptions
make people understand the deceptions
make people understand the deceptions that they’re suffering and in this it’s
that they’re suffering and in this it’s
that they’re suffering and in this it’s very similar to the idea and critical
very similar to the idea and critical
very similar to the idea and critical pedagogy
pedagogy
pedagogy the idea that we have to first recognize
the idea that we have to first recognize
the idea that we have to first recognize the deceptions in society second we have
the deceptions in society second we have
the deceptions in society second we have to question them and then thirdly make
to question them and then thirdly make
to question them and then thirdly make an effort to reform society to make the
an effort to reform society to make the
an effort to reform society to make the world we all live in a more just place
world we all live in a more just place
world we all live in a more just place thank you
[Music]
[Music] [Applause]
”
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