Bret Weinstein

Well, that makes sense.

But imagine that you decided to leverage that, that in fact, I mean, my feeling is school ought to look like a bunch of fun exercises and activities and puzzles that cause you to want to do it. It shouldn't have to be school. We shouldn't have to make you go. It should be structured so that you want to be there because it's exciting. It draws you in.

But imagine that you decided to leverage that, that in fact, I mean, my feeling is school ought to look like a bunch of fun exercises and activities and puzzles that cause you to want to do it. It shouldn't have to be school. We shouldn't have to make you go. It should be structured so that you want to be there because it's exciting. It draws you in.

But imagine that you decided to leverage that, that in fact, I mean, my feeling is school ought to look like a bunch of fun exercises and activities and puzzles that cause you to want to do it. It shouldn't have to be school. We shouldn't have to make you go. It should be structured so that you want to be there because it's exciting. It draws you in.

And so a video game, I'm not against them in principle because a video game could train you to do something or to think about something in some incredible way. But they just don't because the market is going to find the thing that brings in the maximum number of people and holds them to the greatest effect and causes them to want to buy the sequel.

And so a video game, I'm not against them in principle because a video game could train you to do something or to think about something in some incredible way. But they just don't because the market is going to find the thing that brings in the maximum number of people and holds them to the greatest effect and causes them to want to buy the sequel.

And so a video game, I'm not against them in principle because a video game could train you to do something or to think about something in some incredible way. But they just don't because the market is going to find the thing that brings in the maximum number of people and holds them to the greatest effect and causes them to want to buy the sequel.

Wisdom, I argue, is effectively delayed gratification. That, you know, figuring out that investment now, that doing something that doesn't feel good now results in a big reward later. That's a huge part of the key to life. And in part, that's what all of these consumer realms that are stealing from us are. are taking away.

Wisdom, I argue, is effectively delayed gratification. That, you know, figuring out that investment now, that doing something that doesn't feel good now results in a big reward later. That's a huge part of the key to life. And in part, that's what all of these consumer realms that are stealing from us are. are taking away.

Wisdom, I argue, is effectively delayed gratification. That, you know, figuring out that investment now, that doing something that doesn't feel good now results in a big reward later. That's a huge part of the key to life. And in part, that's what all of these consumer realms that are stealing from us are. are taking away.

The point is, if you want to be investing in something and you're willing to pay the price of whatever unpleasantness or time or whatever it is that you're spending, and you've got all of these competing things that can give you a hit of dopamine right now, it's very hard to develop that skill.

The point is, if you want to be investing in something and you're willing to pay the price of whatever unpleasantness or time or whatever it is that you're spending, and you've got all of these competing things that can give you a hit of dopamine right now, it's very hard to develop that skill.

The point is, if you want to be investing in something and you're willing to pay the price of whatever unpleasantness or time or whatever it is that you're spending, and you've got all of these competing things that can give you a hit of dopamine right now, it's very hard to develop that skill.

You know, Heather and I used to teach an exercise, something we invented called learn a skill, where we would have students define any skill that they wish to learn. It had only one requirement. The requirement was it had to be objective whether you had succeeded or failed. It couldn't be subjective, right? Okay. And the idea was not subjective.

You know, Heather and I used to teach an exercise, something we invented called learn a skill, where we would have students define any skill that they wish to learn. It had only one requirement. The requirement was it had to be objective whether you had succeeded or failed. It couldn't be subjective, right? Okay. And the idea was not subjective.

You know, Heather and I used to teach an exercise, something we invented called learn a skill, where we would have students define any skill that they wish to learn. It had only one requirement. The requirement was it had to be objective whether you had succeeded or failed. It couldn't be subjective, right? Okay. And the idea was not subjective.

to get you to learn the skill, that was a collateral benefit. The idea was to get you to pay attention to how you develop a skill so that you would learn how your own mind learns and you could apply that to things that you wanted to learn later in life. But what we often found was that these students, these would have been millennials,

to get you to learn the skill, that was a collateral benefit. The idea was to get you to pay attention to how you develop a skill so that you would learn how your own mind learns and you could apply that to things that you wanted to learn later in life. But what we often found was that these students, these would have been millennials,

to get you to learn the skill, that was a collateral benefit. The idea was to get you to pay attention to how you develop a skill so that you would learn how your own mind learns and you could apply that to things that you wanted to learn later in life. But what we often found was that these students, these would have been millennials,

were very unrealistic about how much effort it would go, would be required for them to accomplish one of these things. And they would just get schooled by how much harder it was to build the thing they wanted to build or to program the computer to do the thing that they wanted to program it to do or to play the song that they were hoping to play.