The Map of Chemistry: New Animation Summarizes the Entire Field of Chemistry in 12 Minutes

Philoso­phers, tech­nol­o­gists, and futur­ists spend a good deal of time obsess­ing about the nature of real­i­ty. Recent­ly, no small num­ber of such peo­ple have come togeth­er to endorse the so-called “sim­u­la­tion argu­ment,” the mind-bog­gling, sci-fi idea that every­thing we expe­ri­ence exists as a vir­tu­al per­for­mance inside a com­put­er sys­tem more sophis­ti­cat­ed than we could ever imag­ine. It’s a sce­nario right out of Philip K. Dick, and one Dick believed pos­si­ble. It’s also, per­haps, ter­mi­nal­ly the­o­ret­i­cal and impos­si­ble to ver­i­fy.

So… where might the per­plexed turn should they want to under­stand the world around them? Are we doomed to expe­ri­ence real­i­ty—as post­mod­ern the­o­rist Jean Bau­drillard thought—as noth­ing more than end­less sim­u­la­tion? It’s a lit­tle old-fash­ioned, but maybe we could ask a sci­en­tist? One like physi­cist, sci­ence writer, edu­ca­tor Dominic Wal­li­man, whose series of short videos offer to the layper­son “maps” of physics, math, and, just above, chem­istry.

Walliman’s inge­nious teach­ing tools excel in con­vey­ing a tremen­dous amount of com­plex infor­ma­tion in a com­pre­hen­sive and intel­li­gi­ble way. We not only get an overview of each field’s intel­lec­tu­al his­to­ry, but we see how the var­i­ous sub­dis­ci­plines inter­act.

One of the odd­i­ties of chem­istry is that it was once just as much, if not more, con­cerned with what isn’t. Many of the tools and tech­niques of mod­ern chem­istry were devel­oped by alchemists—magicians, essen­tial­ly, whom we would see as char­la­tans even though they includ­ed in their num­ber such tow­er­ing intel­lects as Isaac New­ton. Wal­li­man does not get into this strange sto­ry, inter­est­ing as it is. Instead, he begins with a pre­his­to­ry of sorts, point­ing out that since humans start­ed using fire, cook­ing, and work­ing with met­al we have been engag­ing in chem­istry.

Then we’re launched right into the basic build­ing blocks—the parts of the atom and the peri­od­ic table. If, like me, you passed high school chem­istry by writ­ing a song about the ele­ments as a final project, you may be unlike­ly to remem­ber the var­i­ous types of chem­i­cal bonds and may nev­er have heard of “Van der Waals bond­ing.” There’s an oppor­tu­ni­ty to look some­thing up. And there’s noth­ing wrong with being a pri­mar­i­ly audi­to­ry or visu­al learn­er. Wal­li­man’s instruc­tion does a real ser­vice for those who are.

Wal­li­man moves through the basics briskly and into the dif­fer­ences between and uses of organ­ic and inor­gan­ic chem­istry. As the ani­ma­tion pulls back to reveal the full map, we see it is com­prised of two halves: “rules of chem­istry” and “areas of chem­istry.” We do not get expla­na­tions for the extreme end of the lat­ter cat­e­go­ry. Fields like “com­pu­ta­tion­al chem­istry” are left unex­plored, per­haps because they are too far out­side Wal­li­man’s exper­tise. One refresh­ing fea­ture of the videos on his “Domain of Sci­ence” chan­nel is their intel­lec­tu­al humil­i­ty.

If you’ve enjoyed the physics and math­e­mat­ics videos, for exam­ple, you should check back in with their Youtube pages, where Wal­li­man has post­ed lists of cor­rec­tions. He has a list as well on the chem­istry video page. “I endeav­our to be as accu­rate as pos­si­ble in my videos,” he writes here, “but I am human and def­i­nite­ly don’t know every­thing, so there are some­times mis­takes. Also, due to the nature of my videos, there are bound to be over­sim­pli­fi­ca­tions.” It’s an admis­sion that, from my per­spec­tive, should inspire more, not less, con­fi­dence in his instruc­tion. Ide­al­ly, sci­en­tists should be dri­ven by curios­i­ty, not van­i­ty, though that is also an all-too-human trait. (See many more maps, exper­i­ments, instruc­tion­al videos, and talks on Wal­li­man’s web­site.)

In the “Map of Physics,” you’ll note that we even­tu­al­ly reach a gap­ing “chasm of ignorance”—a place where no one has any idea what’s going on. Maybe this is where we reach the edges of the sim­u­la­tion. But most sci­en­tists, whether physi­cists, chemists, or math­e­mati­cians, would rather reserve judg­ment and keep build­ing on what they know with some degree of cer­tain­ty. You can see a full image of the “Map of Chem­istry” fur­ther up, and pur­chase a poster ver­sion here.

Find Free Chem­istry Cours­es in our col­lec­tion, 1,700 Free Online Cours­es from Top Uni­ver­si­ties.

Relat­ed Con­tent:

The Map of Physics: Ani­ma­tion Shows How All the Dif­fer­ent Fields in Physics Fit Togeth­er

The Map of Math­e­mat­ics: Ani­ma­tion Shows How All the Dif­fer­ent Fields in Math Fit Togeth­er

Isaac Newton’s Recipe for the Myth­i­cal ‘Philosopher’s Stone’ Is Being Dig­i­tized & Put Online (Along with His Oth­er Alche­my Man­u­scripts)

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Discover “Unpaywall,” a New (and Legal) Browser Extension That Lets You Read Millions of Science Articles Normally Locked Up Behind Paywalls

Ear­li­er this month, Impact­sto­ry, a non­prof­it sup­port­ed by grants from the Nation­al Sci­ence Foun­da­tion and the Alfred P. Sloan Foun­da­tion, launched, Unpay­wall, a free brows­er exten­sion that helps you “find open-access ver­sions of pay­walled research papers, instant­ly.”

As the co-founders of Impact­sto­ry describe itUnpay­wall is “an exten­sion for Chrome and Fire­fox that links you to free full-text as you browse research arti­cles. Hit a pay­wall? No prob­lem: click the green tab and read it free!”

Their FAQ gets into the mechan­ics a lit­tle more, but here’s the gist of how it works: “When you view a pay­walled research arti­cle, Unpay­wall auto­mat­i­cal­ly looks for a copy in our index of over 10 mil­lion free, legal full­text PDFs. If we find one, click the green tab to read the arti­cle.”

While many sci­ence pub­lish­ers put a pay­wall in front of sci­en­tif­ic arti­cles, it’s often the case that these arti­cles have been pub­lished else­where in an open for­mat. “More and more fun­ders and uni­ver­si­ties are requir­ing authors to upload copies of their papers to [open] repos­i­to­ries. This has cre­at­ed a deep resource of legal open access papers…” And that’s what Unpay­wall draws on.

This seems like quite a boon for researchers, jour­nal­ists, stu­dents and pol­i­cy­mak­ers. You can down­load the Unpay­wall exten­sion for Chrome and Fire­fox, or learn more about the new ser­vice at the Unpay­wall web­site.

Note: Over at Metafil­ter, you can find a good list of sources of, or meth­ods for, obtain­ing free aca­d­e­m­ic con­tent.

via Lon­don School of Eco­nom­ics/Metafil­ter

If you would like to sign up for Open Culture’s free email newslet­ter, please find it here. It’s a great way to see our new posts, all bun­dled in one email, each day.

If you would like to sup­port the mis­sion of Open Cul­ture, con­sid­er mak­ing a dona­tion to our site. It’s hard to rely 100% on ads, and your con­tri­bu­tions will help us con­tin­ue pro­vid­ing the best free cul­tur­al and edu­ca­tion­al mate­ri­als to learn­ers every­where. You can con­tribute through Pay­Pal, Patre­on, and Ven­mo (@openculture). Thanks!

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138 Short Animated Introductions to the World’s Greatest Ideas: Plato, Michel Foucault, Simone de Beauvoir & More

The Open Cul­ture audi­ence, by my esti­ma­tion, divides into two basic groups: those who’ve read the col­lect­ed works of the likes of Simone de Beau­voir, Michel Fou­cault, and Pla­to, and those who’d like to. Whichev­er body of oft-ref­er­enced ideas you’ve been want­i­ng to dig deep into your­self, get­ting a brief, con­cept-dis­till­ing primer before­hand can make the task eas­i­er, improv­ing your under­stand­ing and abil­i­ty to con­tex­tu­al­ize the orig­i­nal texts when you get around to them. Online edu­ca­tion com­pa­ny Macat has pro­duced 138 such primers in the form of ani­mat­ed videos freely avail­able on YouTube which can put you in the right frame of mind to study a vari­ety of ideas in lit­er­a­ture, eco­nom­ics, soci­ol­o­gy, pol­i­tics, his­to­ry, and phi­los­o­phy.

De Beau­voir, in Macat’s analy­sis, argued in The Sec­ond Sex that “the views of indi­vid­u­als are social­ly and cul­tur­al­ly pro­duced. Fem­i­nin­i­ty is not inher­ent,” but a soci­etal mech­a­nism long used “to keep men dom­i­nant.”

Accord­ing to their video on Fou­cault’s Dis­ci­pline and Pun­ish, that famous book “explores the evo­lu­tion of pow­er since the Mid­dle Ages,” cul­mi­nat­ing in the argu­ment that “mod­ern states have moved away from explor­ing their author­i­ty phys­i­cal­ly to enforc­ing it psy­cho­log­i­cal­ly,” a phe­nom­e­non exem­pli­fied as much by late 18th- and ear­ly 19th-cen­tu­ry philoso­pher Jere­my Ben­tham’s Panop­ti­con as by mod­ern closed-cir­cuit tele­vi­sion urban omni-sur­veil­lance (a tech­nol­o­gy now spread far beyond the infa­mous­ly CCTV-zeal­ous Lon­don all the way to Seoul, where I live). In The Repub­lic, Pla­to asks more basic ques­tions about soci­ety: “What would an ide­al state look like, and how would it work?”

For that ancient Greek, says the video’s nar­ra­tor, “the ide­al soci­ety offered the guar­an­tee of jus­tice and would be ruled over not by a tyrant, but by an all-pow­er­ful philoso­pher-king.” Whether or not that strikes you as an appeal­ing prospect, or indeed whether you agree with de Beau­voir and Fou­cault’s bold propo­si­tions, you stand to sharp­en your mind by engag­ing with these and oth­er influ­en­tial ideas, includ­ing (as cov­ered in Macat’s oth­er three- to four-minute analy­ses) those of Machi­avel­li, David HumeEdward Said, and Thomas Piket­ty. “Crit­i­cal think­ing is about to become one of the most in-demand set of skills in the glob­al jobs mar­ket,” insists Macat’s mar­ket­ing. “Are you ready?” Whether or not you’ll ever ref­er­ence these thinkers on the job, prepar­ing your­self to read them with an active mind will put you on the fast track to the exam­ined life.

You can find the com­plete list of ani­ma­tions here.

Relat­ed Con­tent:

Free Online Phi­los­o­phy Cours­es

47 Ani­mat­ed Videos Explain the His­to­ry of Ideas: From Aris­to­tle to Sartre

Plato’s Cave Alle­go­ry Ani­mat­ed Mon­ty Python-Style

An Ani­mat­ed Intro­duc­tion to the Fem­i­nist Phi­los­o­phy of Simone de Beau­voir

Watch Ani­mat­ed Intro­duc­tions to 25 Philoso­phers by The School of Life: From Pla­to to Kant and Fou­cault

Edward Said Recalls His Depress­ing Meet­ing With Sartre, de Beau­voir & Fou­cault (1979)

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities and cul­ture. He’s at work on a book about Los Ange­les, A Los Ange­les Primer, the video series The City in Cin­e­ma, the crowd­fund­ed jour­nal­ism project Where Is the City of the Future?, and the Los Ange­les Review of Books’ Korea Blog. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

Steve Martin Teaches His First Online Course on Comedy

FYI: If you sign up for a Mas­ter­Class course by click­ing on the affil­i­ate links in this post, Open Cul­ture will receive a small fee that helps sup­port our oper­a­tion.

Can com­e­dy be taught? The ques­tion has no clear answer, but if it can, Steve Mar­tin would sure­ly occu­py the high­est rank of com­e­dy teach­ers. He could prob­a­bly teach a fair few oth­er crafts as well: besides his achieve­ments as an inno­va­tor in stand-up as well as in oth­er forms of com­e­dy — famous­ly appear­ing on Sat­ur­day Night Live so many times that even some of his fans mis­take him for a reg­u­lar cast mem­ber — he’s also estab­lished him­self as an actor, as an essay­ist and nov­el­ist, and even as a respect­ed blue­grass ban­jo play­er. Still, despite his impres­sive artis­tic Renais­sance-man cre­den­tials many of us, at the mere men­tion of Steve Mar­t­in’s name, laugh almost reflex­ive­ly.

Hence his place at the front and cen­ter of “Steve Mar­tin Teach­es Com­e­dy,” a new online course from Mas­ter­class, the edu­ca­tion start­up whose fac­ul­ty ros­ter, as we’ve pre­vi­ous­ly fea­tured, also includes the likes of Wern­er Her­zog and Aaron Sorkin. “We’re going to talk about a lot of things,” says Mar­tin in the course’s trail­er above. “We’re going to talk about my spe­cif­ic process, per­form­ing com­e­dy, we’re going to talk about writ­ing.” For a cost of $90, Mas­ter­class pro­vides more than 25 video lessons, a down­load­able work­book with sup­ple­men­tal les­son mate­ri­als, and an oppor­tu­ni­ty to upload your own mate­r­i­al for cri­tiques by the rest of the class as well as maybe — just maybe — by Mar­tin him­self.

Whether or not a mas­ter come­di­an can pass along his knowl­edge as a math or a lan­guage teacher can, any­one who’s paid atten­tion to Mar­t­in’s com­e­dy so far, as well as his reflec­tions on com­e­dy, can sense how much intel­lec­tu­al ener­gy he’s put into fig­ur­ing it all out, even at its extremes of absur­di­ty, for him­self. Stu­dents unwill­ing to fol­low suit need not apply, nor those wor­ried about land­ing agents and get­ting head­shots, for the esteemed instruc­tor makes it clear up front that he grap­ples only with the most impor­tant ques­tion in com­e­dy, as in life: “How do I be good?” You can sign up here. Or you can pur­chase an All-Access Annu­al Pass for every course in the Mas­ter­Class cat­a­log.

Relat­ed Con­tent:

Watch Steve Mar­tin Make His First TV Appear­ance: The Smoth­ers Broth­ers Com­e­dy Hour (1968)

Steve Mar­tin & Robin Williams Riff on Math, Physics, Ein­stein & Picas­so in a Heady Com­e­dy Rou­tine (2002)

Steve Mar­tin on the Leg­endary Blue­grass Musi­cian Earl Scrug­gs

Steve Mar­tin Writes a Hymn for Hymn-Less Athe­ists

Steve Mar­tin, “Home Crafts Expert,” Explains the Art of Paper Wadding, Endors­es Bob Ker­rey

Steve Mar­tin Releas­es Blue­grass Album/Animated Video

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities and cul­ture. He’s at work on a book about Los Ange­les, A Los Ange­les Primer, the video series The City in Cin­e­ma, the crowd­fund­ed jour­nal­ism project Where Is the City of the Future?, and the Los Ange­les Review of Books’ Korea Blog. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

Richard Feynman’s “Notebook Technique” Will Help You Learn Any Subject–at School, at Work, or in Life

Richard Feyn­man knew his stuff. Had he not, he prob­a­bly would­n’t have won the Nobel Prize in Physics, let alone his var­i­ous oth­er pres­ti­gious sci­en­tif­ic awards. But his rep­u­ta­tion for learn­ing all his life long with a spe­cial depth and rig­or sur­vives him, and in a sense accounts for his fame — of a degree that ensures his stern yet play­ful face will gaze out from dorm-room posters for gen­er­a­tions to come — even more than does his “real” work. Many stu­dents of physics still, under­stand­ably, want to be like Feyn­man, but every­one else, even those of us with no inter­est in physics what­so­ev­er, could also do well to learn from him: not from what he thought about, but from how he thought about it.

On his Study Hacks Blog, com­put­er sci­ence pro­fes­sor Cal New­port explains what he calls “the Feyn­man note­book tech­nique,” where­by “ded­i­cat­ing a note­book to a new learn­ing task” can pro­vide “con­crete cues” to help mit­i­gate the dif­fi­cul­ty of start­ing out toward the mas­tery of a sub­ject.

Feyn­man did it him­self at least since his grad­u­ate-school days at Prince­ton when, accord­ing to biog­ra­ph­er James Gle­ick, he once pre­pared for his oral exam­i­na­tions by open­ing a fresh note­book titled “NOTEBOOK OF THINGS I DON’T KNOW ABOUT.” In it “he reor­ga­nized his knowl­edge. He worked for weeks at dis­as­sem­bling each branch of physics, oil­ing the parts, and putting them back togeth­er, look­ing all the while for the raw edges and incon­sis­ten­cies. He tried to find the essen­tial ker­nels of each sub­ject.”

“At first, the note­book pages are emp­ty,” writes New­port, “but as they fill with care­ful notes, your knowl­edge also grows. The dri­ve to fill more pages keeps your moti­va­tion stoked.” In oth­er, more gen­er­al terms: “Trans­late your grow­ing knowl­edge of some­thing hard into a con­crete form and you’re more like­ly to keep invest­ing the men­tal ener­gy need­ed to keep learn­ing.” But how sure can you feel of your new­ly acquired knowl­edge if you don’t reg­u­lar­ly test it? Feyn­man had to go face-to-face with the elders of the Prince­ton physics depart­ment, but if you don’t ben­e­fit from that kind of insti­tu­tion­al threat, you might con­sid­er putting into prac­tice anoth­er Feyn­man tech­nique: “teach­ing” what you’ve learned to some­one else.

Courera - Earn your Degree Online

In addi­tion to being a great sci­en­tist, explains study-skills vlog­ger Thomas Frank, Feyn­man “was also a great teacher and a great explain­er,” owing to his abil­i­ty to “boil down incred­i­bly com­plex con­cepts and put them in sim­ple lan­guage that oth­er peo­ple could under­stand.” Only when Feyn­man could do that did he know he tru­ly under­stood a con­cept him­self — be it a con­cept in physics, safe­crack­ing, or bon­go-play­ing. As Frank explains, “if you’re shaky on a con­cept and you want to quick­ly improve your under­stand­ing,” try your hand at pro­duc­ing a Feyn­manesque sim­ple expla­na­tion, which will “test your under­stand­ing and chal­lenge your assump­tions.” Just make sure to bear in mind one of Feyn­man’s most quotable quotes: “The first prin­ci­ple is that you must not fool your­self — and you are the eas­i­est per­son to fool.” And if you find that you have indeed fooled your­self, head right back to the draw­ing board — or rather, to the note­book.

Relat­ed Con­tent:

Richard Feyn­man Cre­ates a Sim­ple Method for Telling Sci­ence From Pseu­do­science (1966)

Richard Feyn­man Presents Quan­tum Elec­tro­dy­nam­ics for the Non­Sci­en­tist

‘The Char­ac­ter of Phys­i­cal Law’: Richard Feynman’s Leg­endary Course Pre­sent­ed at Cor­nell, 1964

The Draw­ings & Paint­ings of Richard Feyn­man: Art Express­es a Dra­mat­ic “Feel­ing of Awe”

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities and cul­ture. He’s at work on a book about Los Ange­les, A Los Ange­les Primer, the video series The City in Cin­e­ma, the crowd­fund­ed jour­nal­ism project Where Is the City of the Future?, and the Los Ange­les Review of Books’ Korea Blog. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

Wynton Marsalis Gives 12 Tips on How to Practice: For Musicians, Athletes, or Anyone Who Wants to Learn Something New

Image by Eric Del­mar, via Wiki­me­dia Com­mons

Prac­tic­ing for count­less hours before we can be good at some­thing seems bur­den­some and bor­ing. Maybe that’s why we’re drawn to sto­ries of instant achieve­ment. The monk real­izes satori (and Neo learns kung fu); the super­hero acquires great pow­er out of the blue; Robert John­son trades for genius at the cross­roads. At the same time, we teach chil­dren they can’t mas­ter a skill with­out dis­ci­pline and dili­gence. We repeat pop psych the­o­ries that spec­i­fy the exact num­ber hours required for excel­lence. The num­ber may be arbi­trary, but it com­forts us to believe that prac­tice might, even­tu­al­ly, make per­fect. Because in truth we know there is no way around it. As Wyn­ton Marsalis writes in “Wynton’s Twelve Ways to Prac­tice: From Music to School­work,” “prac­tice is essen­tial to learn­ing music—and any­thing else, for that mat­ter.”

For jazz musi­cians, the time spent learn­ing the­o­ry and refin­ing tech­nique finds elo­quent expres­sion in the con­cept of wood­shed­ding, a “hum­bling but nec­es­sary chore,” writes Paul Klem­per­er at Big Apple Jazz, “like chop­ping wood before you can start the fire.”

Yet retir­ing to the wood­shed “means more than just prac­tic­ing…. You have to dig deep into your­self, dis­ci­pline your­self, become focused on the music and your instru­ment.” As begin­ners, we tend to look at prac­tice only as a chore. The best jazz musi­cians know there’s also “some­thing philo­soph­i­cal, almost reli­gious” about it. John Coltrane, for exam­ple, prac­ticed cease­less­ly, con­scious­ly defin­ing his music as a spir­i­tu­al and con­tem­pla­tive dis­ci­pline.

Marsalis also implies a reli­gious aspect in his short arti­cle: “when you prac­tice, it means you are will­ing to sac­ri­fice to sound good… I like to say that the time spent prac­tic­ing is the true sign of virtue in a musi­cian.” Maybe this piety is intend­ed to dis­pel the myth of quick and easy deals with infer­nal enti­ties. But most of Marsalis’ “twelve ways to prac­tice” are as prag­mat­ic as they come, and “will work,” he promis­es “for almost every activity—from music to school­work to sports.” Find his abridged list below, and read his full com­men­tary at “the trumpeter’s bible,” Arban’s Method.

  1. Seek out instruc­tion: A good teacher will help you under­stand the pur­pose of prac­tic­ing and can teach you ways to make prac­tic­ing eas­i­er and more pro­duc­tive.
  1. Write out a sched­ule: A sched­ule helps you orga­nize your time. Be sure to allow time to review the fun­da­men­tals because they are the foun­da­tion of all the com­pli­cat­ed things that come lat­er.
  1. Set goals: Like a sched­ule, goals help you orga­nize your time and chart your progress…. If a cer­tain task turns out to be real­ly dif­fi­cult, relax your goals: prac­tice does­n’t have to be painful to achieve results.
  1. Con­cen­trate: You can do more in 10 min­utes of focused prac­tice than in an hour of sigh­ing and moan­ing. This means no video games, no tele­vi­sion, no radio, just sit­ting still and work­ing…. Con­cen­trat­ed effort takes prac­tice too, espe­cial­ly for young peo­ple.
  1. Relax and prac­tice slow­ly: Take your time; don’t rush through things. When­ev­er you set out to learn some­thing new – prac­tic­ing scales, mul­ti­pli­ca­tion tables, verb tens­es in Span­ish – you need to start slow­ly and build up speed.
  1. Prac­tice hard things longer: Don’t be afraid of con­fronting your inad­e­qua­cies; spend more time prac­tic­ing what you can’t do…. Suc­cess­ful prac­tice means com­ing face to face with your short­com­ings. Don’t be dis­cour­aged; you’ll get it even­tu­al­ly.
  1. Prac­tice with expres­sion: Every day you walk around mak­ing your­self into “you,” so do every­thing with the prop­er atti­tude…. Express your “style” through how you do what you do.
  1. Learn from your mis­takes: None of us are per­fect, but don’t be too hard on your­self. If you drop a touch­down pass, or strike out to end the game, it’s not the end of the world. Pick your­self up, ana­lyze what went wrong and keep going….
  1. Donʼt show off: It’s hard to resist show­ing off when you can do some­thing well…. But my father told me, “Son, those who play for applause, that’s all they get.” When you get caught up in doing the tricky stuff, you’re just cheat­ing your­self and your audi­ence.
  1. Think for your­self: Your suc­cess or fail­ure at any­thing ulti­mate­ly depends on your abil­i­ty to solve prob­lems, so don’t become a robot…. Think­ing for your­self helps devel­op your pow­ers of judg­ment.
  1. Be opti­mistic: Opti­mism helps you get over your mis­takes and go on to do bet­ter. It also gives you endurance because hav­ing a pos­i­tive atti­tude makes you feel that some­thing great is always about to hap­pen.
  1. Look for con­nec­tions: If you devel­op the dis­ci­pline it takes to become good at some­thing, that dis­ci­pline will help you in what­ev­er else you do…. The more you dis­cov­er the rela­tion­ships between things that at first seem dif­fer­ent, the larg­er your world becomes. In oth­er words, the wood­shed can open up a whole world of pos­si­bil­i­ties.

You’ll note in even a cur­so­ry scan of Marsalis’ pre­scrip­tions that they begin with the immi­nent­ly practical—the “chores” we can find tedious—and move fur­ther into the intan­gi­bles: devel­op­ing cre­ativ­i­ty, humil­i­ty, opti­mism, and, even­tu­al­ly, maybe, a grad­ual kind of enlight­en­ment. You’ll notice on a clos­er read that the con­scious­ness-rais­ing and the mun­dane dai­ly tasks go hand-in-hand.

While this may be all well and good for jazz musi­cians, stu­dents, ath­letes, or chess play­ers, we may have rea­son for skep­ti­cism about suc­cess through prac­tice more gen­er­al­ly. Researchers at Prince­ton have found, for exam­ple, that the effec­tive­ness of prac­tice is “domain depen­dent.” In games, music, and sports, prac­tice accounts for a good deal of improve­ment. In cer­tain oth­er “less sta­ble” fields dri­ven by celebri­ty and net­work­ing, for exam­ple, suc­cess can seem more depen­dent on per­son­al­i­ty or priv­i­leged access.

But it’s prob­a­bly safe to assume that if you’re read­ing this post, you’re inter­est­ed in mas­ter­ing a skill, not cul­ti­vat­ing a brand. Whether you want to play Carnegie Hall or “learn a lan­guage, cook good meals or get along well with peo­ple,” prac­tice is essen­tial, Marsalis argues, and prac­tic­ing well is just as impor­tant as prac­tic­ing often. For a look at how prac­tice changes our brains, cre­at­ing what we col­lo­qui­al­ly call “mus­cle mem­o­ry,” see the TED-Ed video just above.

Relat­ed Con­tent:

Wyn­ton Marsalis Takes Louis Armstrong’s Trum­pet Out of the Muse­um & Plays It Again

Son­ny Rollins Describes How 50 Years of Prac­tic­ing Yoga Made Him a Bet­ter Musi­cian

Play­ing an Instru­ment Is a Great Work­out For Your Brain: New Ani­ma­tion Explains Why

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Study Shows That Teaching Young Kids Philosophy Improves Their Academic Performance, Making Them Better at Reading & Math

Should we teach phi­los­o­phy to chil­dren? You’d have a hard time, I imag­ine, con­vinc­ing many read­ers of this site that we shouldn’t. But why? It’s not self-evi­dent that Kant’s ethics will help John­ny or Susie bet­ter nav­i­gate play­ground pol­i­tics or lunch­room dis­putes, nor is Plato’s the­o­ry of forms like­ly to show up on an ele­men­tary school exam. Maybe it’s nev­er too ear­ly for kids to learn intel­lec­tu­al his­to­ry. But it’s less clear that they can or should wres­tle with Hegel.

Per­haps the ques­tion should be put anoth­er way: should we teach chil­dren to think philo­soph­i­cal­ly? As we not­ed in an ear­li­er post, Eng­lish edu­ca­tors and entre­pre­neurs Emma and Peter Wor­ley have answered affir­ma­tive­ly with their Phi­los­o­phy Foun­da­tion, which trains chil­dren in meth­ods of argu­men­ta­tion, prob­lem-solv­ing, and gen­er­al­ly “think­ing well.” They claim that prac­tic­ing philo­soph­i­cal inquiry “has an impact on affec­tive skills and… cog­ni­tive skills.”

Peter Wor­ley also argues that it makes kids less prone to pro­pa­gan­da and the fear-mon­ger­ing of total­i­tar­i­ans. While one read­er astute­ly point­ed out that sev­er­al philoso­phers have had “author­i­tar­i­an ten­den­cies,” we should note that even some of the most anti-democratic—Socrates for example—have used philo­soph­i­cal meth­ods to hold pow­er to account and ques­tion means of social con­trol.

But while this noble civic moti­va­tion may be a hard sell to a school board, or what­ev­er the British equiv­a­lent, the idea that philo­soph­i­cal think­ing pro­motes many kinds of lit­er­a­cy nec­es­sary for children’s suc­cess has found wide sup­port for decades in Eng­land and the U.S. as part of a move­ment apt­ly named “Phi­los­o­phy for chil­dren” (P4C), which “began with the work of Pro­fes­sor Matthew Lip­man, who found­ed the Insti­tute for the Advance­ment of Phi­los­o­phy for Chil­dren at Mont­clair State Uni­ver­si­ty, USA in 1974.”

Inspired by an ear­li­er Amer­i­can ped­a­gog­i­cal thinker, John Dewey, Lip­man and co-authors pub­lished Phi­los­o­phy in the Class­room, under “the assump­tion,” writes Tem­ple Uni­ver­si­ty Press, “that what is taught in schools is not (and should not be) sub­ject mat­ter but rather ways of think­ing.” Lip­man and his col­leagues have had sig­nif­i­cant influ­ence on edu­ca­tors in the UK, prompt­ing a huge study by the Edu­ca­tion­al Endow­ment Foun­da­tion (EEF) that tracked nine and ten year old stu­dents in Eng­land from Jan­u­ary to Decem­ber of 2013.

As Jen­ny Ander­son writes at Quartz, “More than 3,000 kids in 48 schools across Eng­land par­tic­i­pat­ed in week­ly dis­cus­sions about con­cepts such as truth, jus­tice, friend­ship, and knowl­edge, with time carved out for silent reflec­tion, ques­tion mak­ing, ques­tion air­ing, and build­ing on one another’s thoughts and ideas.” The results were pret­ty astound­ing. “Over­all,” the study con­cludes, “pupils using the approach made approx­i­mate­ly two addi­tion­al months’ progress in read­ing and maths.” This despite the fact, notes Ander­son, that “the course was not designed to improve lit­er­a­cy or numer­a­cy.”

Chil­dren from dis­ad­van­taged back­grounds saw an even big­ger leap in per­for­mance: read­ing skills increased by four months, math by three months, and writ­ing by two months. Teach­ers also report­ed a ben­e­fi­cial impact on stu­dents’ con­fi­dence and abil­i­ty to lis­ten to oth­ers.

The rig­or­ous study not only found imme­di­ate improve­ment but also lon­gi­tu­di­nal­ly tracked the stu­dents’ devel­op­ment for two addi­tion­al years and found that the ben­e­fi­cial effects con­tin­ued through that time; “the inter­ven­tion group continu[ed] to out­per­form the con­trol group” from 22 of the schools “long after the class­es had fin­ished.” You can read the study for your­self here, and learn more about the Phi­los­o­phy for Chil­dren movement—“inspired by a dia­log­i­cal tra­di­tion of doing phi­los­o­phy begun by Socrates in Athens 2,500 years ago”—at the Phi­los­o­phy Foun­da­tion, the Insti­tute for the Advance­ment of Phi­los­o­phy for Chil­dren, and the Cen­ter for Phi­los­o­phy for Chil­dren at the Uni­ver­si­ty of Wash­ing­ton.

via Quartz/Big Think

Relat­ed Con­tent:

Free Online Phi­los­o­phy Cours­es

Med­i­ta­tion is Replac­ing Deten­tion in Baltimore’s Pub­lic Schools, and the Stu­dents Are Thriv­ing

Why We Need to Teach Kids Phi­los­o­phy & Safe­guard Soci­ety from Author­i­tar­i­an Con­trol

The Epis­te­mol­o­gy of Dr. Seuss & More Phi­los­o­phy Lessons from Great Children’s Sto­ries

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

Walt Disney Creates a Frank Animation That Teaches High School Kids All About VD (1973)

The com­i­cal­ly plain­spo­ken, tough-guy sergeant is a heav­en sent assign­ment for char­ac­ter actors.

Think R. Lee Ermey in Full Met­al Jack­et

Louis Gos­set Jr. in An Offi­cer and a Gen­tle­man

Even Stripes’  War­ren Oates.

Keenan Wynn, who strove to keep Amer­i­ca safe from “devi­at­ed pre­verts” in 1964’s Dr. Strangelove, was award­ed the role of a life­time nine years lat­er, when Dis­ney Stu­dios was seek­ing vocal tal­ent for VD Attack Plan, above, a 16-minute ani­ma­tion intend­ed to teach high school­ers about the scourge of vene­re­al dis­ease.

Wynn (son of Ed) threw him­self into the part with gus­to, imbu­ing his bad­ly-com­plect­ed, Kaiser-hel­met­ed germ com­man­der with the sort of straight-talk­ing charis­ma rarely seen in high school Health class.

A risky maneu­ver, giv­en that Viet­nam-era teens did not share their parent’s generation’s respect for mil­i­tary author­i­ty and VD Attack Plan was the first edu­ca­tion­al short specif­i­cal­ly aimed at the high school audi­ence. Pri­or to that, such films were geared toward sol­diers. (Dis­ney wad­ed into those waters in 1944, with the train­ing film, A Few Quick Facts No. 7—Venereal Dis­ease, the same year Mick­ey Mouse appeared in LOOK mag­a­zine, wag­ing war on gon­or­rhea with sul­fa drugs.

Gon­or­rhea was well rep­re­sent­ed in the Wynn’s Con­ta­gion Corps. The ranks were fur­ther swelled by Syphilis. Both pla­toons were out­fit­ted with para­mil­i­tary style berets.

The Sarge pumped them up for the com­ing sneak attack by urg­ing them to maim or bet­ter yet, kill their human ene­my. Shaky recruits were reas­sured that Igno­rance, Fear, and Shame would have their backs.

Scriptwriter Bill Bosche had quite the knack for iden­ti­fy­ing what sort of sug­ar would make the med­i­cine go down. The Sarge inti­mates that only a few of the afflict­ed are “man enough” to inform their part­ners, and while Igno­rance and Shame cause the major­i­ty to put their faith in inef­fec­tu­al folk reme­dies, the “smart ones” seek treat­ment.

Ele­men­tary psy­chol­o­gy, but effec­tu­al nonethe­less.

Today’s view­ers can’t help but note that HIV and AIDS had yet to assert their fear­some hold.

On the oth­er hand, the Sarge’s mat­ter of fact deliv­ery regard­ing the poten­tial for same sex trans­mis­sion comes as a pleas­ant sur­prise. His pri­ma­ry objec­tive is to set the record straight. No, birth con­trol pills won’t pro­tect you from con­tract­ing the clap. But don’t waste time wor­ry­ing about pick­ing it up from pub­lic toi­let seats, either.

A word of cau­tion to those plan­ning to watch the film over break­fast, there are some tru­ly gnarly graph­ic pho­tos of rash­es, sores, and skin erup­tions. Help­ful to teens seek­ing straight dope on their wor­ri­some symp­toms. Less so for any­one try­ing to enjoy their break­fast links sans the specter of burn­ing uri­na­tion.

So here’s to the sergeants of the sil­ver screen, and the hard­work­ing actors who embod­ied them, even those whose cre­ations resem­bled Pillsbury’s Fun­ny Face drink mix mas­cots. Let’s do as the Sarge says, and make every day V‑D Day!

VD Attack Plan will be added to the ani­ma­tion sec­tion of our col­lec­tion, 4,000+ Free Movies Online: Great Clas­sics, Indies, Noir, West­erns, Doc­u­men­taries & More.

Relat­ed Con­tent:

Watch Fam­i­ly Plan­ning, Walt Disney’s 1967 Sex Ed Pro­duc­tion, Star­ring Don­ald Duck

The Sto­ry Of Men­stru­a­tion: Watch Walt Disney’s Sex Ed Film from 1946

Sal­vador Dalí Cre­ates a Chill­ing Anti-Vene­re­al Dis­ease Poster Dur­ing World War II

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine.  Her play Zam­boni Godot is open­ing in New York City next week. Fol­low her @AyunHalliday.

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