Michio Kaku on Why Immigrants Are America’s Secret Weapon: They Compensate for Our Mediocre STEM Education & Keep Prosperity Going

Amer­i­cans have often found them­selves caught up in pan­ics about immi­gra­tion, like that now dri­ving the cam­paign to build a wall between us and our third largest trad­ing partner—when more Mex­i­cans are leav­ing the U.S. than arriv­ing. Then we have the talk of ban­ning an entire world reli­gion, though, of course, we’ve seen this before, lest we for­get that the Klan resurged in large part as an anti-Catholic group. All of this mis­in­for­ma­tion, mis­trust, and out­right con­tempt comes at a high cost, includ­ing that of any real under­stand­ing of how immi­gra­tion works, and why it works, no mat­ter how vehe­ment­ly cer­tain orga­ni­za­tions fight against it.

The fact is that the U.S. might be a dynamo for cap­i­tal but not when it comes to what econ­o­mists crude­ly call “human cap­i­tal.” The point applies not only to immi­grant work­ers who do jobs Amer­i­cans won’t, but also those who do jobs Amer­i­cans can’t, because, as physi­cist Michio Kaku argues above, “the Unit­ed States has the worst edu­ca­tion­al sys­tem known to sci­ence.” Were it sole­ly up to U.S. grad­u­ates, the sci­en­tif­ic estab­lish­ment and tech econ­o­my would col­lapse, he says, “for­get about Google, for­get about Sil­i­con Val­ley. There would be no Sil­i­con Val­ley.” Instead, U.S. sci­ence and tech thrive because of immi­grants who come on H‑1B visas, “America’s secret weapon… the genius visa.”

Kaku goes on to press his case with daunt­ing sta­tis­tics about the num­ber of for­eign-born Ph.D. grad­u­ates, though he doesn’t say that all of those grads have H‑1Bs. In fact, his posi­tion is a high­ly con­tro­ver­sial one. Reli­able stud­ies show that many com­pa­nies abuse the spe­cial­ized work visa to out­source jobs Amer­i­cans are ful­ly qual­i­fied to do, and to cre­ate a class of immi­grant work­ers who earn less than their U.S. coun­ter­parts and work under a mod­i­fied form of inden­tured servi­tude. The visa is, after all, “a non-immi­grant visa,” points out one crit­ic, “and so has noth­ing at all to do with stay­ing in the USA, becom­ing a cit­i­zen, or start­ing a busi­ness.” It is, more or less, a guest work­er pro­gram.

Kaku’s tone can also seem grat­ing, a smarmy reminder of what David H. Freed­man calls in The Atlantic â€śopen sea­son on the non­s­mart.” Call­ing Amer­i­can grads “stu­pid” will not like­ly endear many of them to his posi­tion. Nonethe­less, when it comes to sci­ence edu­ca­tion, it’s hard to argue with his assess­ments, and with his case for allow­ing the best minds in the world to come work for Amer­i­can com­pa­nies (under more equi­table con­di­tions). In the Big Think video above, Kaku again press­es his argu­ment for the H‑1B as instru­men­tal to a “brain drain” into the Unit­ed States, feed­ing its sci­ence and tech indus­tries with fresh minds and fresh ideas con­stant­ly. His ideas about mer­i­toc­ra­cy may seem blithe, espe­cial­ly giv­en the mate­r­i­al advan­tages so many guest work­ers already have before arriv­ing in the States. But in pure­ly descrip­tive terms, the best U.S. grad­u­ates just sim­ply can­not com­pete with many of their for­eign-born col­leagues.

Here Kaku’s argu­ment takes a turn in both these videos and shows how the “secret weapon” is one we’ve point­ed at our­selves. We can’t con­tin­ue to depend on “genius­es” from oth­er coun­tries, he says, to prop up our sci­ence and tech­nol­o­gy sec­tors, espe­cial­ly since the brain drains back out, with H1‑B visa hold­ers fre­quent­ly leav­ing, giv­en their tem­po­rary sta­tus, and estab­lish­ing com­pa­nies in their home coun­tries. “In real­i­ty,” wrote Moth­er Jones in 2013, “most of today’s H‑1B work­ers don’t stick around to become the next Albert Ein­stein or Sergey Brin.” That year, “the top 10 users of H‑1B visas… were all off­shore out­sourc­ing firms… that hired near­ly half near­ly half of H1‑B work­ers.” As one expert explained, “The H‑1B work­er learns the job and then rotates back to the home coun­try and takes the work with him.”

It’s like­ly large num­bers of those work­ers feel less and less wel­come in the U.S. But it’s also true, as Kaku says, that Amer­i­cans con­tin­ue to fall far behind in math and sci­ence. There may indeed be few Amer­i­cans who can fill many of those jobs or con­tin­ue to push tech­no­log­i­cal inno­va­tion for­ward in the U.S.

Relat­ed Con­tent:

Free Online Math Cours­es

Michio Kaku Explains the Physics Behind Absolute­ly Every­thing

Col­or­ful Ani­ma­tion Visu­al­izes 200 Years of Immi­gra­tion to the U.S. (1820-Present)

Por­traits of Ellis Island Immi­grants Arriv­ing on America’s Wel­com­ing Shores Cir­ca 1907

Noam Chom­sky Defines What It Means to Be a Tru­ly Edu­cat­ed Per­son

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

Watch Carl Sagan’s “A Glorious Dawn” Become the First Vinyl Record Played in Space, Courtesy of Jack White

Third Man Records, the record label cre­at­ed by The White Stripes’ Jack White, announced Sat­ur­day that they’ve made his­to­ry by launch­ing a “space-proof” turntable into space (near space, to be pre­cise), using a high-alti­tude bal­loon to reach a peak alti­tude of 94,413 feet. Their goal was to “send a vinyl record up as high as pos­si­ble and doc­u­ment it being played there.” And that they did.

Accord­ing to their press release, for “the entire hour and twen­ty min­utes of ascen­sion, the Icarus turntable faith­ful­ly played Carl Sagan’s “A Glo­ri­ous Dawn” (from “Cos­mos” by Sym­pho­ny of Sci­ence com­pos­er John Boswell) on repeat, using an impres­sive­ly stur­dy phono car­tridge and sty­lus as well as an onboard flight com­put­er pro­grammed with a few dif­fer­ent actions to keep the record play­ing while it was safe to do so.” Even­tu­al­ly, when the bal­loon popped (around the 83rd minute), the turntable went into “tur­bu­lence mode” and safe­ly sur­vived the descent back down to earth. You can watch the entire his­toric voyage–all two hours of it–in the video above.

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!

Relat­ed Con­tent:

Watch His­toric Footage of Joseph Kittinger’s 102,800 Jump from Space (1960)

How Vinyl Records Are Made: A Primer from 1956

How to Clean Your Vinyl Records with Wood Glue

Watch the Beautiful Chemical Reactions Captured in Stunning Microphotography

You don’t have to know your Zn(NO3)2 from your CuSO4 to appre­ci­ate these absolute­ly beau­ti­ful videos of chem­i­cal reac­tions cre­at­ed for a site called Beau­ti­ful Chem­istry.

Pro­fes­sor Yan Liang of the Uni­ver­si­ty of Sci­ence and Tech­nol­o­gy of Chi­na, along with co-cre­ators Xian­gang Tao and Wei Huang, and in col­lab­o­ra­tion with Tsinghua Uni­ver­si­ty Press, are all behind the project, which focus­es a hi-def micro­scop­ic cam­era on chem­i­cal reac­tions like bub­bling, met­al dis­place­ment, crys­tal­liza­tion, smoke and liq­uids.

It may sound like an effects menu in a com­put­er ren­der­ing pro­gram, and indeed some of these videos look so beau­ti­ful in terms of light­ing and col­or that CGI could be sus­pect­ed. (Some com­menters have added the videos to their VFX/Computer Graph­ics view­ing lists.) But accord­ing to the site, this is not the case.

For an exam­ple of the beau­ty, just check out at the six-sec­ond mark when Cobalt Chlo­ride and Sodi­um Sil­i­cate meet, result­ing in bul­bous blue and pur­ple growths:

Or look at the win­try frac­tal forests that spawn when zinc meets sil­ver nitrate (AgNO3), cop­per sul­fate (CuSO4), and lead nitrate (Pb(NO3)2):

The Beau­ti­ful Chem­istry site has sev­er­al oth­er inter­est­ing series to check out for the sci­ence lover, includ­ing an ongo­ing intro­duc­tion to the ele­ments in car­toon form and a pho­to gallery of chem­istry instru­ments from his­to­ry. They are, as the site says, beau­ti­ful. More videos can be found on their Vimeo chan­nel.

Relat­ed Con­tent:

Free Online Chem­istry Cours­es

Marie Curie’s Research Papers Are Still Radioac­tive 100+ Years Lat­er

The Peri­od­ic Table of Ele­ments Scaled to Show The Ele­ments’ Actu­al Abun­dance on Earth

Ted Mills is a free­lance writer on the arts who cur­rent­ly hosts the FunkZone Pod­cast. You can also fol­low him on Twit­ter at @tedmills, read his oth­er arts writ­ing at tedmills.com and/or watch his films here.

In Touching Video, People with Alzheimer’s Tell Us Which Memories They Never Want to Forget

Direc­tor Hirokazu Kore-eda’s 1999 film After­life tasks its recent­ly deceased char­ac­ters with choos­ing a sin­gle mem­o­ry to take with them, as they move into the great unknown.

The sub­jects of “On Mem­o­ry,” above, are all very much alive, but they too, have great cause to sift through a life­time’s worth of mem­o­ries. All have been diag­nosed with Alzheimer’s dis­ease. They range in age from 48 to 70. Two have been liv­ing with their diag­noses for six years. The baby of the group received hers just last year.

Those who have no per­son­al con­nec­tion to Alzheimer’s are like­ly to have a clear­er pic­ture of the disease’s advanced stage than its ear­ly pre­sen­ta­tion. A few min­utes with Myr­i­am Mar­quez, Lon Cole, Frances Smersh, Irene Japha, Nan­cy John­son, and Bob Welling­ton should rem­e­dy that.

All six are able to recall and describe the sig­nif­i­cant events of their youth. At the interviewer’s request, they reflect on the pain of los­ing beloved par­ents and the plea­sure of first kiss­es. Their pow­ers of sen­so­ry recall bring back their ear­li­est mem­o­ries, includ­ing what the weath­er was like that day.

The recent past? Much hazier. At present, these indi­vid­u­als’ mild cog­ni­tive impair­ment resem­ble benign age-relat­ed mem­o­ry slips quite close­ly. Their diag­noses are what lends urgency to their answers. The prospect of for­get­ting chil­dren and spouse’s names is very real to them.

Knowl­edge of the inter­vie­wees’ diag­noses can’t but help sharp­en view­ers’ eyes for dis­tinct facial expres­sions, speech pat­terns, and indi­vid­ual tem­pera­ments. They share a com­mon diag­no­sis, but for now, there’s no dif­fi­cul­ty dis­tin­guish­ing between the six unique per­son­al­i­ties, each informed by a wealth of expe­ri­ence.

The video is a step up for viral video pro­duc­er Cut, cre­ator of such inter­net sen­sa­tions as the Truth or Drink series and Grand­mas Smok­ing Weed for the First Time. This video, which directs view­ers to the Alzheimer’s Asso­ci­a­tion for more infor­ma­tion, deserves an even wider audi­ence.

Relat­ed Con­tent:

Exis­ten­tial­ist Psy­chol­o­gist Vik­tor Fran­kl Explains How to Find Mean­ing in Life, No Mat­ter What Chal­lenges You Face

Dai­ly Med­i­ta­tion Boosts & Revi­tal­izes the Brain and Reduces Stress, Har­vard Study Finds

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

Ayun Hal­l­i­day is an author, illus­tra­tor, and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine. Fol­low her @AyunHalliday

Marie Curie Attended a Secret, Underground “Flying University” When Women Were Banned from Polish Universities

curie underground education

Image via Wiki­me­dia Com­mons

Marie Curie has long stood in the pan­theon of sci­en­tists for her research on radioac­tiv­i­ty — research so close to the sub­ject that, as we post­ed about last year, her papers remain radioac­tive over a cen­tu­ry lat­er. She’s also become the most promi­nent his­tor­i­cal role mod­el for female stu­dents with an inter­est in sci­ence, not least because of the obsta­cles she had to sur­mount to arrive at the posi­tion where she could do her research in the first place. Born in 19th-cen­tu­ry Poland to a fam­i­ly finan­cial­ly hum­bled by their par­tic­i­pa­tion in polit­i­cal strug­gles for inde­pen­dence from Rus­sia (whose author­i­ties took lab­o­ra­to­ry instruc­tion out of the coun­try’s schools), she hard­ly had a smooth road to fol­low, or even much of a road at all.

“I was only fif­teen when I fin­ished my high-school stud­ies, always hav­ing held first rank in my class,” Curie wrote of those years. “The fatigue of growth and study com­pelled me to take almost a year’s rest in the coun­try.” But when she returned to the cap­i­tal, she could­n’t con­tin­ue her for­mal learn­ing there, giv­en the Uni­ver­si­ty of War­saw’s refusal to admit women. So she con­tin­ued her learn­ing infor­mal­ly, get­ting involved with the “Fly­ing Uni­ver­si­ty” (or “Float­ing Uni­ver­si­ty”) that in the late 19th and ear­ly 20th cen­tu­ry clan­des­tine­ly offered an edu­ca­tion in ever-chang­ing loca­tions, often pri­vate hous­es, through­out the city. (Over 5,000 Poles, male and female, ben­e­fit­ed from its ser­vices, includ­ing the writer Zofia NaĹ‚kows­ka and doc­tor Janusz Kor­czak.)

Marie Curie and the Sci­ence of Radioac­tiv­i­ty author Nao­mi Pasa­choff writes that “the mis­sion of the patri­ot­ic par­tic­i­pants of the Float­ing Uni­ver­si­ty,” as its name is also trans­lat­ed, “was to bring about Poland’s even­tu­al free­dom by enlarg­ing and strength­en­ing its edu­cat­ed class­es.” Young­sters eager to read more about Curie’s expe­ri­ence there might like to read Marie Curie and the Dis­cov­ery of Radi­um, whose authors Ann E. Steinke and Roger Xavier write of Curie’s expe­ri­ence lis­ten­ing to “lessons on anato­my, nat­ur­al his­to­ry, and soci­ol­o­gy. In turn she gave lessons to women from poor fam­i­lies.” She would lat­er describe her time there as the ori­gin of her inter­est in exper­i­men­tal sci­en­tif­ic work.

With their sights set on West­ern Europe, Curie (then Maria SkĹ‚odows­ka) and her sis­ter Bro­nis­lawa (known as Bronya) made a pact: â€śMaria would work as a gov­erness to help pay for Bronya’s med­ical stud­ies in Paris. As soon as Bronya was trained and began to earn mon­ey, she would help cov­er the costs of Maria’s uni­ver­si­ty train­ing.” Curie earned two degrees in Paris in 1893 and 1894, and her first Nobel Prize in 1903. The Fly­ing Uni­ver­si­ty last­ed until 1905, and the oper­a­tion would lat­er return to activ­i­ty in the late 1970s and ear­ly 80s with Poland under the thumb of com­mu­nism. We now live in more enlight­ened times, with prop­er edu­ca­tions, sci­en­tif­ic or oth­er­wise, avail­able to stu­dents male or female across most of the world — thanks to the will that drove uncon­ven­tion­al insti­tu­tions like the Fly­ing Uni­ver­si­ty, and its uncon­ven­tion­al stu­dents like Marie Curie.

Relat­ed Con­tent:

Marie Curie’s Research Papers Are Still Radioac­tive 100+ Years Lat­er

New Archive Puts 1000s of Einstein’s Papers Online, Includ­ing This Great Let­ter to Marie Curie

Free Online Physics Cours­es, a sub­set of our col­lec­tion, 1,700 Free Online Cours­es from Top Uni­ver­si­ties

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.

The Secret Link Between Jazz and Physics: How Einstein & Coltrane Shared Improvisation and Intuition in Common

Sci­en­tists need hob­bies. The gru­el­ing work of nav­i­gat­ing com­plex the­o­ry and the pol­i­tics of acad­e­mia can get to a per­son, even one as laid back as Dart­mouth pro­fes­sor and astro­physi­cist Stephon Alexan­der. So Alexan­der plays the sax­o­phone, though at this point it may not be accu­rate to call his avo­ca­tion a spare time pur­suit, since John Coltrane has become as impor­tant to him as Ein­stein, Kepler, and New­ton.

Coltrane, he says in a 7‑minute TED talk above, “changed my whole research direc­tion… led to basi­cal­ly a dis­cov­ery in physics.” Alexan­der then pro­ceeds to play the famil­iar open­ing bars of “Giant Steps.” He’s no Coltrane, but he is a very cre­ative thinker whose love of jazz has giv­en him a unique per­spec­tive on the­o­ret­i­cal physics, one he shares, it turns out, with both Ein­stein and Coltrane, both of whom saw music and physics as intu­itive, impro­visato­ry pur­suits.

Alexan­der describes his jazz epiphany as occa­sioned by a com­plex dia­gram Coltrane gave leg­endary jazz musi­cian and Uni­ver­si­ty of Mass­a­chu­setts pro­fes­sor Yusef Lateef in 1967. “I thought the dia­gram was relat­ed to anoth­er and seem­ing­ly unre­lat­ed field of study—quantum grav­i­ty,” he writes in a Busi­ness Insid­er essay on his dis­cov­ery, “What I had real­ized… was that the same geo­met­ric prin­ci­ple that moti­vat­ed Einstein’s the­o­ry was reflect­ed in Coltrane’s dia­gram.”

The the­o­ry might “imme­di­ate­ly sound like untestable pop-phi­los­o­phy,” writes the Cre­ators Project, who show­case Alexander’s physics-inspired musi­cal col­lab­o­ra­tion with exper­i­men­tal pro­duc­er Rioux (sam­ple below). But his ideas are much more sub­stan­tive, “a com­pelling cross-dis­ci­pli­nary inves­ti­ga­tion,” recent­ly pub­lished in a book titled The Jazz of Physics: The Secret Link Between Music and the Struc­ture of the Uni­verse.

Alexan­der describes the links between jazz and physics in his TED talk, as well as in the brief Wired video fur­ther up. “One con­nec­tion,” he says, is “the mys­te­ri­ous way that quan­tum par­ti­cles move.… Accord­ing to the rules of quan­tum mechan­ics,” they “will actu­al­ly tra­verse all pos­si­ble paths.” This, Alexan­der says, par­al­lels the way jazz musi­cians impro­vise, play­ing with all pos­si­ble notes in a scale. His own impro­vi­sa­tion­al play­ing, he says, is great­ly enhanced by think­ing about physics. And in this, he’s only fol­low­ing in the giant steps of both of his idols.

It turns out that Coltrane him­self used Einstein’s the­o­ret­i­cal physics to inform his under­stand­ing of jazz com­po­si­tion. As Ben Ratliff reports in Coltrane: The Sto­ry of a Sound, the bril­liant sax­o­phon­ist once deliv­ered to French horn play­er David Amram an “incred­i­ble dis­course about the sym­me­try of the solar sys­tem, talk­ing about black holes in space, and con­stel­la­tions, and the whole struc­ture of the solar sys­tem, and how Ein­stein was able to reduce all of that com­plex­i­ty into some­thing very sim­ple.” Says Amram:

Then he explained to me that he was try­ing to do some­thing like that in music, some­thing that came from nat­ur­al sources, the tra­di­tions of the blues and jazz. But there was a whole dif­fer­ent way of look­ing at what was nat­ur­al in music.

This may all sound rather vague and mys­te­ri­ous, but Alexan­der assures us Coltrane’s method is very much like Einstein’s in a way: “Ein­stein is famous for what is per­haps his great­est gift: the abil­i­ty to tran­scend math­e­mat­i­cal lim­i­ta­tions with phys­i­cal intu­ition. He would impro­vise using what he called gedanken­ex­per­i­ments (Ger­man for thought exper­i­ments), which pro­vid­ed him with a men­tal pic­ture of the out­come of exper­i­ments no one could per­form.”

Ein­stein was also a musi­cian—as we’ve not­ed before—who played the vio­lin and piano and whose admi­ra­tion for Mozart inspired his the­o­ret­i­cal work. “Ein­stein used math­e­mat­i­cal rig­or,” writes Alexan­der, as much as he used â€ścre­ativ­i­ty and intu­ition. He was an impro­vis­er at heart, just like his hero, Mozart.” Alexan­der has fol­lowed suit, see­ing in the 1967 “Coltrane Man­dala” the idea that â€śimpro­vi­sa­tion is a char­ac­ter­is­tic of both music and physics.” Coltrane “was a musi­cal inno­va­tor, with physics at his fin­ger­tips,” and “Ein­stein was an inno­va­tor in physics, with music at his fin­ger­tips.”

Alexan­der gets into a few more specifics in his longer TEDx talk above, begin­ning with some per­son­al back­ground on how he first came to under­stand physics as an intu­itive dis­ci­pline close­ly linked with music. For the real meat of his argu­ment, you’ll like­ly want to read his book, high­ly praised by Nobel-win­ning physi­cist Leon Coop­er, futur­is­tic com­pos­er Bri­an Eno, and many more bril­liant minds in both music and sci­ence.

Relat­ed Con­tent:

Free Online Physics Cours­es

The Musi­cal Mind of Albert Ein­stein: Great Physi­cist, Ama­teur Vio­lin­ist and Devo­tee of Mozart

CERN’s Cos­mic Piano and Jazz Pianist Jam Togeth­er at The Mon­treux Jazz Fes­ti­val

Bohemi­an Grav­i­ty: String The­o­ry Explored With an A Cap­pel­la Ver­sion of Bohemi­an Rhap­sody

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

Carl Sagan Presents a Mini-Course on Earth, Mars & What’s Beyond Our Solar System: For Kids and Adults (1977)

Despite the inten­sive focus on STEM (as opposed to STEAM—a debate for anoth­er day), Amer­i­cans still find them­selves falling far behind in sci­ence edu­ca­tion. Accord­ing to the Nation­al Math and Sci­ence Ini­tia­tive, U.S. stu­dents placed 20th in sci­ence in a recent rank­ing of 34 coun­tries. “The way the U.S. teach­es sci­ence,” argues Pop­u­lar Sci­ence, “sim­ply doesn’t work…. Since sci­en­tists don’t just stand around mem­o­riz­ing stuff, stu­dents shouldn’t either.” The approach isn’t only counter to the sci­en­tif­ic method; it’s tedious and doesn’t engage that most impor­tant of intel­lec­tu­al fac­ul­ties: curios­i­ty.

The prob­lems are beyond ped­a­gogy, as we know from polls that show upwards of 42% of Amer­i­cans sub­scrib­ing to lit­er­al­ist inter­pre­ta­tions of their reli­gious texts, and active­ly reject­ing sci­en­tif­ic think­ing. These cul­tur­al road­blocks were very famil­iar to Carl Sagan, who spent a good part of his career attempt­ing to coax the pub­lic out of its belief in a “demon-haunt­ed world.” As a sci­ence edu­ca­tor, Sagan not only knew how to draw out the child­like awe in grown-ups, but also how to engage the nat­ur­al curios­i­ty of chil­dren, who—as every par­ent knows—long to know the why of every­thing.

“As a child,” Sagan said of his for­ma­tive years, “it was my immense good for­tune to have par­ents and a few good teach­ers who encour­aged my curios­i­ty.” Now, whether or not kids have such par­ents or teach­ers, thanks to the inter­net, they have Carl Sagan, and specif­i­cal­ly, they have Sagan’s Roy­al Insti­tu­tion Christ­mas Lec­tures, six talks he deliv­ered in 1977 to eager, curi­ous kids. Sagan taught on his usu­al top­ic: Plan­ets, begin­ning with “The Earth as a Plan­et,” at the top of the post. As he men­tions in his intro­duc­tion, his lec­ture almost falls on the 150th anniver­sary of the first Christ­mas Lec­ture, a dis­tin­guished sci­en­tif­ic tra­di­tion begun in 1825 by Michael Fara­day at Britain’s Roy­al Insti­tu­tion.

Sagan’s first talk “explores the diver­si­ty of life on our own plan­et,” writes the Roy­al Insti­tu­tion, “and the build­ing blocks behind it.” Then, he moves on to â€śques­tion­ing whether the same organ­ic chem­istry is occur­ring on plan­ets in the out­er solar sys­tem” in his sec­ond lec­ture, above. In the fol­low­ing three talks, below, Sagan takes us to Mars, a plan­et he helped explore with­out ever leav­ing the ground with his the­o­ries in the late 60s about the nature of the planet’s surface—theories lat­er con­firmed sev­er­al years lat­er by the Viking Project. Sagan’s talks below—“The His­to­ry of Mars,” “Mars Before Viking,” and “Mars After Viking”—share the lat­est research with his young audi­ence. With mod­els of the plan­et and the Viking space­craft, Sagan demon­strates in detail how NASA obtained its data.

The His­to­ry of Mars

Mars Before Viking


Mars After Viking”>Mars After Viking

In his final Roy­al Insti­tu­tion Christ­mas Lec­ture, below, “Plan­e­tary Sys­tems Beyond the Sun,” Sagan ven­tures far beyond the reach of NASA’s instru­ments (at the time) to spec­u­late on what might lie beyond the Solar Sys­tem. But first, he ori­ents us—again using mod­els and space photography—by explain­ing what a solar sys­tem is, and why oth­er sys­tems like­ly resem­ble ours. In his own sci­en­tif­ic career, Sagan was instru­men­tal in pro­mot­ing the SETI Institute—which now has a cen­ter named after him. He believed unflag­ging­ly in the pos­si­bil­i­ty of extrater­res­tri­al life, which he hypoth­e­sized based on many of the obser­va­tions he shares below.

When Sagan deliv­ered these lec­tures, the Roy­al Insti­tu­tion points out, “NASA had only just begun its Voy­ager pro­gram to the fur­thest plan­ets in our solar sys­tem and no extra-solar plan­ets were known to exist. Now, over three decades lat­er, astronomers are look­ing at plan­ets that lie beyond our solar sys­tem to ask the very same ques­tion we pon­dered over Mars: is there life out there?” As you may have heard, NASA’s Kepler mis­sion has dis­cov­ered a “hab­it­able zone” of plan­ets in anoth­er solar sys­tem with two suns—a find sure to pique the curios­i­ty of kids of all ages, and one that would have excit­ed Sagan to no end.

See Sagan’s Christ­mas lec­tures with bet­ter video and audio qual­i­ty at the Roy­al Institution’s web­site, and please—whether you’re a par­ent, teacher, old­er sib­ling, etc.—share these with the kids in your life.

These lec­tures will be added to our col­lec­tion, 1,700 Free Online Cours­es from Top Uni­ver­si­ties.

Relat­ed Con­tent:

Carl Sagan Presents His “Baloney Detec­tion Kit”: 8 Tools for Skep­ti­cal Think­ing

Carl Sagan Explains Evo­lu­tion in an Eight-Minute Ani­ma­tion

Carl Sagan Issues a Chill­ing Warn­ing to Amer­i­ca in His Final Inter­view (1996)

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

Live Stream the World Science Festival, Starting (Now) with This Tribute to Oliver Sacks

A quick heads up: The World Sci­ence Fes­ti­val is get­ting under­way today in New York City. Through­out the week (June 1–5), the fes­ti­val will stage 50 live pro­grams that bring togeth­er great minds in sci­ence and the arts. A num­ber of them you can stream free online, includ­ing “Awak­en­ing the Mind: A Cel­e­bra­tion of the Life and Work of Oliv­er Sacks.” Watch it now (5pm CA time) right above. For a com­plete list of stream­able events, click here.

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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