1 00:00:00,048 --> 00:00:00,228 Thank you. 2 00:00:32,988 --> 00:00:33,168 Thank you. 3 00:01:02,992 --> 00:01:03,172 Thank you. 4 00:01:32,978 --> 00:01:33,158 Thank you. 5 00:02:02,982 --> 00:02:03,162 Thank you. 6 00:02:32,969 --> 00:02:33,149 Thank you. 7 00:03:02,956 --> 00:03:03,136 Thank you. 8 00:03:32,960 --> 00:03:33,140 Thank you. 9 00:04:09,614 --> 00:04:10,054 [SPEAKER_00]: Thank you. 10 00:04:53,823 --> 00:04:54,223 [SPEAKER_02]: All right, good. 11 00:05:05,603 --> 00:05:06,324 [SPEAKER_02]: Welcome everyone. 12 00:05:08,066 --> 00:05:25,641 [SPEAKER_02]: This is a hybrid session, we have a number of people in the room and I believe online The structure for this will be that Sara who I'm going to introduce shortly Is gonna talk until she doesn't 13 00:05:27,402 --> 00:05:32,685 [SPEAKER_02]: And then thereafter, there's going to be a five-minute break. 14 00:05:33,165 --> 00:05:51,775 [SPEAKER_02]: In that period people can raise their hands if they want and I will randomize the order of questions with some exceptions for PhD students Then we'll take it from here until three o'clock 15 00:05:52,615 --> 00:05:55,357 [SPEAKER_02]: So with that, all right. 16 00:05:55,397 --> 00:06:20,477 [SPEAKER_02]: This is a joint session I should have said between philosophy archaeology and Svedi Garg Yes he's had it right With that special welcome to Sara Uckelman who joins us from Durham University And was going talk about making the erudite accessible Go ahead 17 00:06:20,837 --> 00:06:26,402 [SPEAKER_00]: Thank you very much for the invitation, particularly to Ria who invited me. 18 00:06:27,123 --> 00:06:42,356 [SPEAKER_00]: We have known each other many years not actually originally through academic circles but medieval reenactments which sits nicely in this sort of thing that I want talk about today taking 19 00:06:44,538 --> 00:06:56,452 [SPEAKER_00]: niche research and turning it into something that isn't just for academics sitting in their ivory towers, but can be taken out to the wider world for anybody to enjoy. 20 00:06:56,933 --> 00:07:03,340 [SPEAKER_00]: So its quite a pleasure being able come here through this connection or invitation 21 00:07:04,999 --> 00:07:20,208 [SPEAKER_00]: Speaking jointly to a group of philosophers and archaeologists is an interesting combination, particularly because I don't really know much about archeology beyond the sort-of general level layperson idea. 22 00:07:20,928 --> 00:07:25,631 [SPEAKER_00]: So we're not going do anything very in depth on the philosophy or something like that 23 00:07:27,572 --> 00:07:32,415 [SPEAKER_00]: But the remit for this lecture was, as we did our inspirational lectures. 24 00:07:32,475 --> 00:07:50,545 [SPEAKER_00]: So I wanted to talk to you guys about something that is hopefully of interest across whatever discipline or whatever background you might be in and hopefully inspire you think about sort research that do a slightly different way how can make the erudite accessible? 25 00:07:51,506 --> 00:07:52,206 [SPEAKER_00]: That's my plan. 26 00:07:55,725 --> 00:08:06,208 [SPEAKER_00]: Talk shorter than some people might talk, because what I'd really love to have at the end is not just your standard Q&A but some good discussions about points that I've raised. 27 00:08:06,268 --> 00:08:14,329 [SPEAKER_00]: Suggestions and thoughts you may had or things we haven't considered so we can kind of a collective workshopping in different ways for specific areas 28 00:08:25,488 --> 00:08:34,495 [SPEAKER_00]: So my starting points for this talk, and these are things that I'm not really going to spend a lot of time trying to justify because i expect most everybody in the room is gonna agree with them. 29 00:08:35,215 --> 00:08:46,624 [SPEAKER_00]: The first thing is arts & humanities as soft subjects like social sciences or archeology sometimes on humanity's it doesn't have natural place you always find 30 00:08:52,245 --> 00:09:06,257 [SPEAKER_00]: In the UK, which is where I am based but also kind of increasingly across the world particularly in neoliberal capitalist societies these subjects are increasingly under fire and threats. 31 00:09:06,517 --> 00:09:14,224 [SPEAKER_00]: They're being targeted for funding cuts because they don't lead to good job opportunities or anybody can 32 00:09:19,728 --> 00:09:20,589 [SPEAKER_00]: write a novel. 33 00:09:21,210 --> 00:09:30,361 [SPEAKER_00]: Nowadays we can just get artificial intelligence to do our literature and arts, playwriting for us so why not have university opportunities but what even is research in philosophy? 34 00:09:30,381 --> 00:09:31,242 [SPEAKER_00]: Things like this." 35 00:09:40,448 --> 00:09:41,829 [SPEAKER_00]: So, that's point one. 36 00:09:42,150 --> 00:09:50,257 [SPEAKER_00]: Second point is like we as academics and I'm including all of the master students in PhD students' room... We really care about what do? 37 00:09:50,558 --> 00:09:59,006 [SPEAKER_00]: We wouldn't be here if didn't have invested such a large amount our life If you think sort thing were interested 38 00:10:00,603 --> 00:10:04,807 [SPEAKER_00]: is intrinsically valuable, not just instrumentally-valuable. 39 00:10:04,867 --> 00:10:23,683 [SPEAKER_00]: Now some of the things that we do might have instrumental value particularly on like...the archaeology side where you can go out and provide a survey before a new highway gets built to determine if there's anything in it needs preserved There are definitely practical benefits for it 40 00:10:24,681 --> 00:10:29,325 [SPEAKER_00]: metaphysicians sitting in their offices trying to figure out, is this really a table? 41 00:10:29,445 --> 00:10:34,230 [SPEAKER_00]: What does the table OK maybe less likely have practical value. 42 00:10:34,310 --> 00:10:44,999 [SPEAKER_00]: But we don't necessarily study our subjects because are interested and capital that it can generate or applications might . 43 00:10:45,059 --> 00:10:49,083 [SPEAKER_00]: We do these things because they're intrinsically valuable and important 44 00:10:51,962 --> 00:10:58,624 [SPEAKER_00]: But one of the flip sides with this is that what we do as often erudite, abstruse arcane. 45 00:10:59,865 --> 00:11:13,689 [SPEAKER_00]: There's a lot to be done especially kind if you've been doing it more specialized and rarefied things are thinking about our and increases gap between other people in terms 46 00:11:17,130 --> 00:11:19,292 [SPEAKER_00]: You know, somebody asks you—you're sitting on a plane. 47 00:11:19,392 --> 00:11:20,193 [SPEAKER_00]: Oh what do YOU DO? 48 00:11:20,894 --> 00:11:32,104 [SPEAKER_00]: If I tell them I am a logician the general two responses i often get is they mishear me and think that I'm a magician which...I kind of like! 49 00:11:33,265 --> 00:11:39,071 [SPEAKER_00]: Give me a set axioms and voila give some theorems or they think im in logistics 50 00:11:39,431 --> 00:11:42,953 [SPEAKER_00]: And I'm involved in like getting shipping from one place to another. 51 00:11:43,353 --> 00:11:53,799 [SPEAKER_00]: Nobody really knows what a logician is outside of logicians, maybe some philosophers...I've got a bunch of archaeologists in the room! 52 00:11:53,840 --> 00:11:54,880 [SPEAKER_00]: How many you know? 53 00:11:54,920 --> 00:11:55,801 [SPEAKER_00]: What logic does yeah 54 00:11:59,880 --> 00:12:05,345 [SPEAKER_00]: That's okay, I'll say a bit more about that because the first step i need to do is can't explain what you guys are doing. 55 00:12:06,165 --> 00:12:10,149 [SPEAKER_00]: But this isn't something specific in my area of subject... 56 00:12:10,269 --> 00:12:16,074 [SPEAKER_00]: Okay everybody will have sort-of jobbing idea on how archaeologists work You go and dig things up right? 57 00:12:17,075 --> 00:12:17,255 Yeah 58 00:12:17,472 --> 00:12:25,494 [SPEAKER_00]: I bet there's a lot more to it than that and the types of analyses, questions material you're working with. 59 00:12:25,614 --> 00:12:39,637 [SPEAKER_00]: The impact on our understanding history culture all these developments so all things kind come together we really care about what were doing instrumentally intrinsically valuable 60 00:12:40,974 --> 00:12:48,356 [SPEAKER_00]: what we're doing is really arcane sometimes, and... We need to be able transgress that barrier. 61 00:12:48,497 --> 00:13:08,923 [SPEAKER_00]: To get outside of this very niche small setting-small scale specialisms in order address the threat from broader cultural political decisions So another thing thats kindof background here 62 00:13:11,962 --> 00:13:13,863 [SPEAKER_00]: push back against experts. 63 00:13:14,244 --> 00:13:26,994 [SPEAKER_00]: I don't know to how much this happens in Sweden, but there was definitely something that we saw in England during the pandemic where a lot of people were like why should listen to the expert? 64 00:13:27,074 --> 00:13:39,744 [SPEAKER_00]: Well maybe because they knew more about it than us But you see as increasingly in US expertise is not valued anymore So how can take our expertise which we think are important and valuable 65 00:13:40,321 --> 00:13:50,307 [SPEAKER_00]: and turn this into something that can reach the people who are making decisions to put our subjects in fields under threat. 66 00:13:50,467 --> 00:14:02,475 [SPEAKER_00]: The problem we're facing is how do demonstrate outside of research spheres what important, valuable accessible should be funded? 67 00:14:03,115 --> 00:14:04,477 [SPEAKER_00]: People should be able to study it. 68 00:14:04,497 --> 00:14:07,119 [SPEAKER_00]: All of these interlocking things that feed into the ecosystem 69 00:14:14,363 --> 00:14:17,125 [SPEAKER_00]: There's a lot that can be said about this. 70 00:14:17,365 --> 00:14:41,482 [SPEAKER_00]: About different ways academics try to engage with public engagement or impact, Or different routes of taking their work out into the wider world I'm not going give kind-of survey on all these Most what i am gonna talk is specific for my own experience But I did just want highlight A couple examples Of things which have worked 71 00:14:41,982 --> 00:14:49,747 [SPEAKER_00]: really well for weird niches that end up reaching quite wide audiences, generally through social media. 72 00:14:50,147 --> 00:15:07,477 [SPEAKER_00]: So we've got very... We have a variety of different ways to reach outside the academic context Through Blue Sky Twitter threads Instagram YouTube TikTok All these sorts venues are 73 00:15:08,475 --> 00:15:16,437 [SPEAKER_00]: places that people go to get information, to get entertainment for other reasons and then kind of come across these things by accident. 74 00:15:17,177 --> 00:15:29,900 [SPEAKER_00]: So three that I just want a highlight if you aren't familiar with this check them out they're good fun the first is so what works very big sheep The Museum Of English Rural Life 75 00:15:32,458 --> 00:15:38,501 [SPEAKER_00]: Eight years and about six days ago, posted this photo as it says the tweet that changed us forever. 76 00:15:38,701 --> 00:15:40,342 [SPEAKER_00]: Look at this absolute unit." 77 00:15:40,422 --> 00:15:52,489 [SPEAKER_00]: So The Museum of English Rural Life is these tiny little niche museum in middle-of nowhere has a very nice subject matter not much funding And one point 78 00:15:52,769 --> 00:15:59,498 [SPEAKER_00]: Just over eight years ago, they tweeted this photo of the sheep that had in their archives and it went viral. 79 00:15:59,678 --> 00:16:05,586 [SPEAKER_00]: And now have a huge audience which managed to keep when moved from Twitter to blue sky 80 00:16:08,610 --> 00:16:13,154 [SPEAKER_00]: Lots of photos about big sheep, but also lots really interesting conversations. 81 00:16:13,234 --> 00:16:34,472 [SPEAKER_00]: Whoever is running their social media... ...really is very good at picking out bits that are going to be interesting in a way which allows you insight not just into the museum and its collections But actually research behind all it 82 00:16:35,192 --> 00:16:38,614 [SPEAKER_00]: And it also helps people to kind of understand, like why do museums matter? 83 00:16:39,414 --> 00:16:40,755 [SPEAKER_00]: Because they record this sort stuff. 84 00:16:40,975 --> 00:16:46,518 [SPEAKER_00]: Why does history matter because this is how we understand the materials that are in these archives. 85 00:16:47,858 --> 00:16:55,582 [SPEAKER_00]: Sociology anthropology all of these things That's what provides foundation for fun tweets about big sheep 86 00:16:56,820 --> 00:17:00,202 [SPEAKER_00]: So another example is very niche interests. 87 00:17:00,522 --> 00:17:10,828 [SPEAKER_00]: If you don't follow surprise deal historian on Blue Sky, he's great value for money and as the cover photo says it any excuse to talk about eels? 88 00:17:11,368 --> 00:17:15,850 [SPEAKER_00]: And you would be amazed at how much there is say about EELs 89 00:17:16,988 --> 00:17:20,111 [SPEAKER_00]: about the history of eels, about depictions of eels. 90 00:17:20,271 --> 00:17:21,572 [SPEAKER_00]: About eel recipes. 91 00:17:21,752 --> 00:17:38,647 [SPEAKER_00]: About economic records relating to EELS .About modern biological studies with eels There's a lot about it how many if you didn't already know about this person and followed him How many view would ever have thought that you'd be interested in eels? 92 00:17:39,905 --> 00:17:43,967 [SPEAKER_00]: He'd become really, really interested in eels after reading his posts. 93 00:17:44,807 --> 00:17:55,151 [SPEAKER_00]: So that's another way to get people involved and again to show what academics do it is not just writing boring papers or sometimes interesting ones 94 00:17:56,688 --> 00:17:58,108 [SPEAKER_00]: and audience participation. 95 00:17:58,589 --> 00:18:19,495 [SPEAKER_00]: So this was something that happened, I think it was during some of the COVID lockdowns is when these first began but its The Dracula Daily Readathon And This Is From Reddit But I Think It Was Also Like Running On Tumblr And What It Was Just A Bunch Of People Who Got Together And Red Dracula Together 96 00:18:20,752 --> 00:18:27,675 [SPEAKER_00]: except they did it according to the diary entries that, uh...that book is comprised of. 97 00:18:28,435 --> 00:18:38,500 [SPEAKER_00]: And I didn't participate in this first time but i saw kindofthe social infrastructure that grew up around and you've got people who have never read Dracula before 98 00:18:39,080 --> 00:18:40,181 [SPEAKER_00]: they know about the vampire. 99 00:18:40,221 --> 00:19:03,639 [SPEAKER_00]: They basically know this story, but there's really weird digressions on paprika recipes in book that you don't really know about and some people who had never read the didn't realize exactly what happens it when regular diary entries or letters then suddenly starts being a lot more time between 100 00:19:04,219 --> 00:19:10,983 [SPEAKER_00]: And so you might go like a couple of weeks before the next entry emailed to, and then all of sudden start worry about Jonathan. 101 00:19:11,023 --> 00:19:12,203 [SPEAKER_00]: Is he okay? 102 00:19:12,944 --> 00:19:16,706 [SPEAKER_00]: His host in this castle is maybe not somebody that we should trust." 103 00:19:16,726 --> 00:19:29,033 [SPEAKER_00]: Huge amounts people who probably would never have otherwise read piece 19th century English literature got super invested because it was collective activity 104 00:19:29,990 --> 00:19:44,117 [SPEAKER_00]: So those are three things that can illustrate how you take something rather abstract, rather niche and turn it into something people will actually be interested in. 105 00:19:45,118 --> 00:19:46,898 [SPEAKER_00]: But what do 106 00:19:50,377 --> 00:20:00,843 [SPEAKER_00]: is not so engaging as Big Sheep, it's amusing as Eels or has already well known as Dracula. 107 00:20:01,043 --> 00:20:07,766 [SPEAKER_00]: Even if people haven't read the book they've at least heard of It If you don't already have a subject matter that 108 00:20:09,487 --> 00:20:11,069 [SPEAKER_00]: for doing this kind of thing. 109 00:20:11,469 --> 00:20:27,101 [SPEAKER_00]: For instance, maybe you don't have something that can post photos very easily we all know how image driven social media is and so big sheep excellent eels excellent vampires yeah 110 00:20:28,999 --> 00:20:30,661 [SPEAKER_00]: What about other subjects? 111 00:20:31,261 --> 00:20:37,127 [SPEAKER_00]: So my own area of research within philosophy is logic. 112 00:20:37,828 --> 00:20:44,314 [SPEAKER_00]: And we already had a bit hand raised, like already other academics don't necessarily know what logic is 113 00:20:44,915 --> 00:20:45,916 [SPEAKER_00]: But I don't just do logic. 114 00:20:45,976 --> 00:20:49,859 [SPEAKER_00]: I do formal logics, so the stuff with symbols that looks a lot like math. 115 00:20:50,479 --> 00:21:01,608 [SPEAKER_00]: I do modal and dynamic form of logic often in multi-agent setting .I Do Modal & Dynamic Formal Logic In The Middle Ages which is in Latin 116 00:21:02,786 --> 00:21:10,761 [SPEAKER_00]: So by the time that I have narrowed my sphere down to it's like, but there was this really interesting 14th century text. 117 00:21:10,881 --> 00:21:14,548 [SPEAKER_00]: That talking about one particular logical operator 118 00:21:15,887 --> 00:21:24,011 [SPEAKER_00]: I have already lost not only the non-philosophers, but all of my philosophy colleagues who aren't also logicians. 119 00:21:24,631 --> 00:21:32,854 [SPEAKER_00]: Logician weirdly enough find medieval stuff super cool and are always like Sarah's coming to talk this is great! 120 00:21:33,875 --> 00:21:37,356 [SPEAKER_00]: Trying convince philosophers that it was valuable? 121 00:21:37,756 --> 00:21:37,876 [SPEAKER_00]: Bit 122 00:21:39,354 --> 00:21:55,862 [SPEAKER_00]: Weirdly enough, trying to convince the medievalists that this is important really super hard despite fact around about turn of 13th century when universities in Paris and Oxford were being founded. 123 00:21:56,043 --> 00:22:06,168 [SPEAKER_00]: Then over next couple centuries more university across Europe logic was one subject every single undergraduate student had study 124 00:22:06,968 --> 00:22:19,594 [SPEAKER_00]: which means that anybody who was educated, Who is in a position of political power theological Power Ecclesiastical power anything like That would have studied this. 125 00:22:20,034 --> 00:22:25,397 [SPEAKER_00]: So I always find medievalists A little bit perplexing because it's Like how can you understand the Context? 126 00:22:25,677 --> 00:22:33,520 [SPEAKER_00]: Of The subject that You were studying if don't know Anything about education people are generating material given 127 00:22:35,238 --> 00:22:45,461 [SPEAKER_00]: So I'm already in a context where trying to explain my passion and love, people within my academic sphere is bit of stretch. 128 00:22:46,021 --> 00:22:51,062 [SPEAKER_00]: I spent lot time during PhD addressing the question but who cares? 129 00:22:52,543 --> 00:22:57,384 [SPEAKER_00]: And at one point realized that perfectly acceptable answer 130 00:23:01,522 --> 00:23:02,762 [SPEAKER_00]: I find this interesting. 131 00:23:03,382 --> 00:23:04,323 [SPEAKER_00]: I am learning things." 132 00:23:05,203 --> 00:23:28,208 [SPEAKER_00]: I don't really care if that's where it stops, It's nice If i can get other people to care but one thing about being academics and you know finding the practice of academia a valuable practice is That...it's okay if we do Things because We Find Them like I individually find This intrinsically Valuable And Interesting Because I think that it Is A 133 00:23:30,766 --> 00:23:41,418 [SPEAKER_00]: feature of a functioning, well-running society that people have the opportunity to indulge themselves in things they find interesting and valuable. 134 00:23:42,138 --> 00:23:51,829 [SPEAKER_00]: For some this might be sports or music for other it's reading medieval Latin manuscripts on logic so 135 00:23:53,167 --> 00:23:56,650 [SPEAKER_00]: You know, part of that was I don't have to justify myself too. 136 00:23:57,231 --> 00:23:57,931 [SPEAKER_00]: But on the other hand... 137 00:23:58,051 --> 00:24:02,555 [SPEAKER_00]: ...I should still be able to justify why other people might be interested in this? 138 00:24:04,417 --> 00:24:18,949 [SPEAKER_00]: So this is kindofthe context where a lot what i'm going talk about it sitting and I've very niche research interest within my own department, within my broader research field 139 00:24:21,448 --> 00:24:26,635 [SPEAKER_00]: It's not one that has pretty pictures, or is already well known. 140 00:24:26,915 --> 00:24:33,444 [SPEAKER_00]: Or it can easily be turned into engaging tweets about interesting animals 141 00:24:36,184 --> 00:24:51,638 [SPEAKER_00]: How can I take formal logic, whether it is right up here at the top just logic in general as my discipline or be very niche specialism that i've ended up and turn this into something accessible to other people. 142 00:24:52,739 --> 00:25:01,987 [SPEAKER_00]: So yeah doesn't get much more abstract all dry boring than that At least some peoples perspective not mine 143 00:25:03,565 --> 00:25:15,269 [SPEAKER_00]: So to go, where did my real kind of quest for making what I do more accessible to a broader audience? 144 00:25:15,809 --> 00:25:17,009 [SPEAKER_00]: It goes back March 2020. 145 00:25:18,690 --> 00:25:26,852 [SPEAKER_00]: My university along with almost all the other universities in UK were on strike most of march 146 00:25:28,750 --> 00:25:34,691 [SPEAKER_00]: And on Friday was going to be our last day of strike, and we were gonna back work on Monday. 147 00:25:35,152 --> 00:25:48,395 [SPEAKER_00]: The rumors started going along the picket line that Monday... We had one more week left in term but students would go home. 148 00:25:49,435 --> 00:25:54,076 [SPEAKER_00]: We could still come into offices which is good because it's where all materials are 149 00:25:59,439 --> 00:26:01,390 [SPEAKER_00]: This was very short notice. 150 00:26:02,432 --> 00:26:07,616 [SPEAKER_00]: Those of us who were, you know religiously observing our strike and we're not checking. 151 00:26:07,676 --> 00:26:27,810 [SPEAKER_00]: Our email didn't find this out until nine o'clock Monday morning And at least in my case My first lecture was Tuesday afternoon So that meant I had about a day-and-a half to figure Out what To do so This is A screenshot from my First online video teaching which i Was In my office it's like 152 00:26:28,848 --> 00:26:30,790 [SPEAKER_00]: This is what I have. 153 00:26:30,810 --> 00:26:41,481 [SPEAKER_00]: A laptop, which sat on a pile of books in the chair and balanced it with my crappy little webcam And then i had whiteboard 154 00:26:44,140 --> 00:26:52,929 [SPEAKER_00]: is glary, I spent a lot of time arranging the whiteboard just perfectly so that it wasn't reflecting and unreadable. 155 00:26:53,269 --> 00:27:04,340 [SPEAKER_00]: And then i had my white board markers and was like...I have one hour lecture for introductory class an two-hour seminar in advance to generate enough recorded content we can finish this 156 00:27:05,758 --> 00:27:12,002 [SPEAKER_00]: Now, halfway through recording this video I bumped the whiteboard and it like fell on my head. 157 00:27:12,162 --> 00:27:21,728 [SPEAKER_00]: And at this point there is no way that can do in any sort of professional way we...I don't have equipment or skills nor knowledge nor time. 158 00:27:23,129 --> 00:27:24,870 [SPEAKER_00]: This just how's going to be? 159 00:27:26,151 --> 00:27:30,154 [SPEAKER_00]: For a lot who are teaching you probably similar stories where yep! 160 00:27:30,194 --> 00:27:31,234 [SPEAKER_00]: We're doing it. 161 00:27:35,433 --> 00:27:37,535 [SPEAKER_00]: Now, that was my last week of teaching. 162 00:27:37,555 --> 00:27:48,926 [SPEAKER_00]: And then we had exams and there were summer in everything but as the next academic year came along it became increasingly clear That despite the university's push to do as much in-person teaching is possible 163 00:27:49,463 --> 00:27:56,606 [SPEAKER_00]: Some of it was going to have be done online, and some the on-line teaching is gonna be done asynchronously. 164 00:27:57,306 --> 00:28:12,213 [SPEAKER_00]: And my introductory logic class selected for that so it's going synchronous small group seminars but lectures needed prerecorded at this point I've got a couple months think about what am i doing how do you want more importantly 165 00:28:19,333 --> 00:28:20,874 [SPEAKER_00]: Yes, I'm being forced into doing this. 166 00:28:21,094 --> 00:28:23,375 [SPEAKER_00]: But also I have some amount of agency." 167 00:28:24,075 --> 00:28:40,524 [SPEAKER_00]: I didn't particularly like the idea... ...of pre-recording lectures using my university's lecture capture system that are then sitting on the University servers and can be used in future at any point when i am again on strike. 168 00:28:41,244 --> 00:28:47,687 [SPEAKER_00]: Like oh we don't care if Sarah is not working We'll just throw out her 169 00:28:48,985 --> 00:28:50,806 [SPEAKER_00]: lectures that she recorded during the pandemic. 170 00:28:52,246 --> 00:29:01,509 [SPEAKER_00]: I also had, at this point—had enough of my non-academic friends be like you're really keen on logic but we don't know what it is! 171 00:29:01,709 --> 00:29:06,351 [SPEAKER_00]: You should do something sometime to try and tell us about what it is." 172 00:29:07,031 --> 00:29:16,314 [SPEAKER_00]: And so thinking maybe this was an opportunity for me to kill two birds with one stone create a record content instead doing from university? 173 00:29:17,555 --> 00:29:18,395 [SPEAKER_00]: Do It For Everybody 174 00:29:19,592 --> 00:29:27,595 [SPEAKER_00]: try to reduce the gatekeeping that is involved in, you know... Who gets access on formal logic? 175 00:29:27,655 --> 00:29:32,397 [SPEAKER_00]: Well it's going be people who go university and choose a philosophy degree. 176 00:29:32,517 --> 00:29:47,483 [SPEAKER_00]: And within philosophy chose this particular subject so The sphere of people I can reach at my institution is really pretty small Generally about 60-70 students per year out an institutions around 20 thousand Why not 177 00:29:47,860 --> 00:29:50,881 [SPEAKER_00]: make this more accessible to everyone. 178 00:29:53,081 --> 00:29:58,642 [SPEAKER_00]: So as I said, I had about six months to kind of think about how do you do this? 179 00:29:59,802 --> 00:30:15,585 [SPEAKER_00]: Keeping in mind that i have no knowledge or skills video editing producing curating and also didn't particularly want learn these skill if it was something wanted too would've learned many years before 180 00:30:16,722 --> 00:30:18,662 [SPEAKER_00]: I have other things that i can do with my time. 181 00:30:20,643 --> 00:30:43,527 [SPEAKER_00]: Now simultaneously to this, actually a little bit after so I had finished my teaching at the same time My kid who was about eight and half of the time we discovered Bob Ross now if you're not familiar With him he was an American painter oil painting in The 80s And 90's Who did these 182 00:30:46,064 --> 00:30:48,765 [SPEAKER_00]: paint along with me teaching TV shows. 183 00:30:49,465 --> 00:31:00,509 [SPEAKER_00]: So in half an hour, he would show up it with his easel and paints and walk you through how to do oil painting of some particular nature scene." 184 00:31:01,606 --> 00:31:03,127 [SPEAKER_00]: They are remarkable. 185 00:31:03,167 --> 00:31:25,399 [SPEAKER_00]: They're also immensely soothing, so they were the right thing to watch in early stages of lockdown pandemic but it's a good amount for fractured attention span or kid and about five episodes my kids said I bet we could do that 186 00:31:26,196 --> 00:31:29,879 [SPEAKER_00]: And of course, we didn't have any oil paints or any of the right equipment. 187 00:31:29,959 --> 00:31:32,201 [SPEAKER_00]: Or any other things and so like well let's take painting 188 00:31:32,538 --> 00:31:33,339 [SPEAKER_00]: the paints that we do have. 189 00:31:33,359 --> 00:31:45,269 [SPEAKER_00]: So, We've got acrylic paint and let us use entirely wrong tools but follow along to one of these and see what we can come up with." 190 00:31:45,749 --> 00:31:54,337 [SPEAKER_00]: That's hers on left, mine is right for somebody who has zero artistic ability doesn't know how 191 00:32:00,719 --> 00:32:13,046 [SPEAKER_00]: We ended up doing quite a lot, but I will spare you the full gallery because one of things that was thinking in back my mind is like he's really effective teacher. 192 00:32:13,786 --> 00:32:17,808 [SPEAKER_00]: The fact after watching couple these we could sit down and do this 193 00:32:18,906 --> 00:32:25,410 [SPEAKER_00]: And this is a media, you know pre-recorded TV shows that are being distributed to an audience. 194 00:32:25,450 --> 00:32:42,341 [SPEAKER_00]: There's no interaction there's no engagement This very much like what doing asynchronous teaching will be in the fall So other things I can learn But of course oil painting and formal logic not the same 195 00:32:43,419 --> 00:32:54,864 [SPEAKER_00]: So one of Bob Ross's kind of mantras, one the principles that he paints by is at end if you're happy with your painting. 196 00:32:55,225 --> 00:32:58,866 [SPEAKER_00]: You have succeeded nothing else matters do you like it? 197 00:32:58,986 --> 00:33:10,132 [SPEAKER_00]: Did you have fun Do think its pretty and That doesn't quite work With formal logic And proofs You might be Happy with Your Proof But that isn't sufficient to make It a proof 198 00:33:11,209 --> 00:33:15,397 [SPEAKER_00]: has to follow certain rules, and be done in a way that counts as having proof. 199 00:33:19,542 --> 00:33:24,765 [SPEAKER_00]: Ross also emphasizes that art comes from exploration and not just slavish copying. 200 00:33:24,866 --> 00:33:30,629 [SPEAKER_00]: And so in addition to talking his way through how he is putting together, constructing a scene... 201 00:33:31,090 --> 00:33:36,853 [SPEAKER_00]: He was regularly encouraging people maybe you want try this or do this? 202 00:33:37,093 --> 00:33:39,535 [SPEAKER_00]: Maybe it's what we should look at. 203 00:33:39,555 --> 00:33:41,376 [SPEAKER_00]: While there are 204 00:33:44,396 --> 00:33:56,492 [SPEAKER_00]: a very large exploratory element in formal logic, there are some contexts where the way to learn how do something is stick as close that you have been given so possibly can. 205 00:33:58,472 --> 00:34:10,976 [SPEAKER_00]: And the other final point is that when Ross was creating these landscapes, something he says like what's true in my world isn't going to be true on your world. 206 00:34:11,496 --> 00:34:19,859 [SPEAKER_00]: I have trees over here and a broken down barn over there but this is not painting our worlds you are painting yours so make up rules. 207 00:34:19,879 --> 00:34:22,880 [SPEAKER_00]: You don' t always get to decide right or wrong sometimes 208 00:34:28,498 --> 00:34:30,900 [SPEAKER_00]: your definitions at the start and then see what follows. 209 00:34:30,940 --> 00:34:54,873 [SPEAKER_00]: But once you're definition are set, You kind of have to stick with them if you going be doing practice logic On my other hand there was a lot similarities that I saw in way he is teaching people how do create art or oil painting And The Way That i try teach Logic 210 00:34:55,871 --> 00:35:02,613 [SPEAKER_00]: So with arts, a lot of it came from like by the time that you've watched three or four seasons. 211 00:35:03,413 --> 00:35:21,798 [SPEAKER_00]: That's a lot painting and then realize its' same couple techniques over just in different combinations And that is exactly what happens informal logic I will teach you bunches technique Then more examples than do and recombine put things together 212 00:35:22,635 --> 00:35:26,179 [SPEAKER_00]: the more you'll be able to see, ah yes. 213 00:35:27,060 --> 00:35:35,911 [SPEAKER_00]: This is a completely new problem I've never seen anything like it before but if i combine these techniques in this way will be able solve its 214 00:35:37,850 --> 00:35:40,051 [SPEAKER_00]: When with arts, you might start a plan. 215 00:35:40,531 --> 00:35:50,014 [SPEAKER_00]: Have things not go to plan and then figure out how recover as the mantra that he is probably most familiar... 216 00:35:50,714 --> 00:36:00,937 [SPEAKER_00]: Most well-known for it's there are no mistakes they're only happy accidents so do something feels like mistake? 217 00:36:01,077 --> 00:36:04,258 [SPEAKER_00]: It's an opportunity change into integrate in new way 218 00:36:05,795 --> 00:36:09,158 [SPEAKER_00]: And this is also something that happens quite often in doing formal logic. 219 00:36:09,438 --> 00:36:27,095 [SPEAKER_00]: You start with a plan, it goes badly wrong you figure out why and learn how to recover One of the things that makes Ross's videos very engaging Is he has produced thousands Of these paintings But every single one 220 00:36:30,154 --> 00:36:33,015 [SPEAKER_00]: It's like a new treasure that he is experiencing. 221 00:36:33,495 --> 00:36:44,197 [SPEAKER_00]: He cares about what his doing and also the audience, how are they doing? 222 00:36:44,477 --> 00:36:56,420 [SPEAKER_00]: Brings them along on all of this This something I have found in my experience teaching logic Is one thing which makes difference 223 00:36:56,977 --> 00:37:02,378 [SPEAKER_00]: between a good logic teacher and poor one is, does the person care about their subject? 224 00:37:02,539 --> 00:37:04,339 [SPEAKER_00]: Does the person care about students. 225 00:37:04,439 --> 00:37:24,845 [SPEAKER_00]: The answer to these is yes it's going be a Good Logic class And if 1 of 2 is no Students are going see this and they're not gonna like it Also there something valuable in both cases from just learning somebody who convinced that way To make progress as Just give it go 226 00:37:26,362 --> 00:37:26,882 [SPEAKER_00]: Give it a go. 227 00:37:27,202 --> 00:37:30,244 [SPEAKER_00]: Give it try, see how far you can get. 228 00:37:31,484 --> 00:37:49,031 [SPEAKER_00]: See if that'll make you happy so just give it ago come up with some paintings It doesn't matter these are not Rembrandts they're gonna hang in any museum but You spend half an hour doing this and think oh I made something pretty 229 00:37:50,608 --> 00:37:54,712 [SPEAKER_00]: And that's the kind of thing I want to get my students feel when they're doing logic. 230 00:37:54,752 --> 00:37:57,454 [SPEAKER_00]: You sit down, you give it a go and solve a puzzle! 231 00:37:58,515 --> 00:38:00,276 [SPEAKER_00]: Look at this...I did something cool!" 232 00:38:01,577 --> 00:38:13,508 [SPEAKER_00]: So there was a lot about how do online teaching from Bob Ross which shaped what we thought 233 00:38:15,206 --> 00:38:31,572 [SPEAKER_00]: my introductory logic content and package it into something that will actually get students to learn, engage in some way reproduce the kind of situation I would like them have a classroom 234 00:38:34,013 --> 00:38:39,916 [SPEAKER_00]: They are probably just sitting locked up in their bedrooms watching videos for all of the classes end and. 235 00:38:40,817 --> 00:38:53,504 [SPEAKER_00]: So what I learned was that you don't need any bells and whistles, You Just Need Good Preparation so he has shows black studio canvas brushes paints That's it? 236 00:38:54,504 --> 00:38:58,987 [SPEAKER_00]: So you Don't Need to be Slick And Fancy You Just Need To Have Enough 237 00:39:00,985 --> 00:39:03,787 [SPEAKER_00]: There's a lot of value in breaking the fourth wall. 238 00:39:04,108 --> 00:39:14,676 [SPEAKER_00]: So actually kind engaging with fact that you are doing pre-recorded content for students who were at particular situation, but they're still there! 239 00:39:15,197 --> 00:39:27,187 [SPEAKER_00]: You might not be able to reach them in real time But you can still talk to them Care about your student It will come through no matter medium If u r invested 240 00:39:28,685 --> 00:39:36,950 [SPEAKER_00]: ensuring that they get what the need in order to succeed, students will feel this whatever way you are producing it them. 241 00:39:38,731 --> 00:39:55,182 [SPEAKER_00]: Slip-ups a part of game and also help your audience care about because want go both directions so there lot like how videos out on YouTube which very slick polished everything goes perfectly 242 00:39:56,159 --> 00:40:07,027 [SPEAKER_00]: One of the things that I was very concerned about with making prerecorded content is when teaching formal logic, one of most valuable thing can happen. 243 00:40:07,747 --> 00:40:14,792 [SPEAKER_00]: Is will be working through some exercise on board and get stuck or make a mistake? 244 00:40:15,332 --> 00:40:23,478 [SPEAKER_00]: Or just stop thinking what am doing lose my path though then have to like okay 245 00:40:23,935 --> 00:40:24,995 [SPEAKER_00]: Let's take a step back. 246 00:40:25,416 --> 00:40:45,384 [SPEAKER_00]: Let's unwind things, let go to where we are confident because that is the skill students need learn they know what do you when it goes wrong and if have completely polished slick video presentation everything perfect never opportunity learning this or see person doing presenting real 247 00:40:54,045 --> 00:40:56,086 [SPEAKER_00]: on Bob Ross, mistakes don't exist. 248 00:40:56,446 --> 00:41:04,708 [SPEAKER_00]: Okay actually in logic they do but are part of the process so don t gloss over them when it happens acknowledge and fix them. 249 00:41:06,309 --> 00:41:11,950 [SPEAKER_00]: Repetition works you see same techniques again many different examples 250 00:41:15,008 --> 00:41:16,709 [SPEAKER_00]: That is what students need to learn. 251 00:41:16,729 --> 00:41:28,397 [SPEAKER_00]: You can't just give it them once and assume that they've absorbed, particularly in a context where you have got no other means of kind-of measuring understanding So... 252 00:41:29,017 --> 00:41:43,947 [SPEAKER_00]: In my advanced logic seminar which I was teaching hybrid but it synchronicity so had all the student there I decided that i'm not going teach some content than normally do because knew couldn´t do with series black boxes 253 00:41:44,523 --> 00:41:53,327 [SPEAKER_00]: because teaching it in person, I relied so much on all of the body language to tell if people understood what was going or not. 254 00:41:54,048 --> 00:42:01,631 [SPEAKER_00]: Because they were never gonna say If They Were Lost but I could tell and said like can't do this through a black box 255 00:42:03,348 --> 00:42:14,020 [SPEAKER_00]: So I needed to be able find a method where even if students didn't get it the first time, and they know that you keep repeating the right things. 256 00:42:14,641 --> 00:42:19,867 [SPEAKER_00]: Anybody who's learned their multiplication table knows of value repetition. 257 00:42:22,006 --> 00:42:25,308 [SPEAKER_00]: Now, I also learned that 30 minutes is a good length. 258 00:42:26,028 --> 00:42:28,070 [SPEAKER_00]: But only if you're actively painting along. 259 00:42:28,450 --> 00:42:34,713 [SPEAKER_00]: If your just kind of listening in the background, thirty minute's too long and you are going to get distracted. 260 00:42:35,214 --> 00:42:39,016 [SPEAKER_00]: The average class lecture is like 50 minutes. 261 00:42:40,617 --> 00:42:46,020 [SPEAKER_00]: Who wants sit an listen to a fifty-minute logic lecture? 262 00:42:49,879 --> 00:42:58,984 [SPEAKER_00]: And think about if this group is representative of even the wider university, that's a very small percentage. 263 00:43:00,305 --> 00:43:12,072 [SPEAKER_00]: So 30 minutes worked when there was kind active engagement and reinforcement along way something shorter than what I had to go for 264 00:43:14,470 --> 00:43:29,018 [SPEAKER_00]: So the guiding principles that I had building on these lessons, going into the creation of my video series was no one wants to listen a 50-minute lecture on logic. 265 00:43:29,438 --> 00:43:33,920 [SPEAKER_00]: But it's also good because you don't want be responsible for generating 266 00:43:37,362 --> 00:43:39,203 [SPEAKER_00]: because I will make too many mistakes. 267 00:43:39,703 --> 00:43:52,406 [SPEAKER_00]: Now, as i said some mistakes are good but you don't want to get 45 minutes into recording something and screw something up and be like now have to start from the beginning. 268 00:43:53,246 --> 00:44:00,228 [SPEAKER_00]: If somebody who knows how do video editing can just edit out a mistake or splice things together this isn t me! 269 00:44:01,169 --> 00:44:02,649 [SPEAKER_00]: This is not my time nor desire 270 00:44:06,067 --> 00:44:09,108 [SPEAKER_00]: So for me, I settled on it's like OK. 271 00:44:09,328 --> 00:44:15,331 [SPEAKER_00]: The sort of ideal chunk is either the three to five minute length or the 5-7 minutes length. 272 00:44:16,031 --> 00:44:29,896 [SPEAKER_00]: Occasionally there are some things which a really complicated and our kind of culmination have bunch earlier thing that we've done might go up 15 minutes but was my absolute cap 273 00:44:31,614 --> 00:44:37,642 [SPEAKER_00]: And from that very first video where the whiteboard fell on my head as I was recording, it's like... 274 00:44:40,522 --> 00:44:42,944 [SPEAKER_00]: this is not going to be slick and polished. 275 00:44:43,044 --> 00:44:47,587 [SPEAKER_00]: This just gonna awkward, so I'm just goin' lean into that." 276 00:44:48,108 --> 00:44:54,352 [SPEAKER_00]: If make part of what am doing then covers a whole bunch mistakes or slip ups. 277 00:44:54,892 --> 00:45:06,341 [SPEAKER_00]: Am promising polish when don't deliver people are disappointed can begin sort build persona around 278 00:45:08,342 --> 00:45:09,203 [SPEAKER_00]: this idea. 279 00:45:09,863 --> 00:45:20,850 [SPEAKER_00]: So that is where DrLogic Awkwardly Does Logic came into being, so the question I ask my students on day one is what is logic? 280 00:45:20,950 --> 00:45:24,972 [SPEAKER_00]: And i've got a textbook which is called The Same Thing 281 00:45:36,136 --> 00:45:40,697 [SPEAKER_00]: freely available on my website so anybody who wants to go and look at it can. 282 00:45:42,338 --> 00:45:56,881 [SPEAKER_00]: The first 150 videos cover the 20 hours worth of lecture content for my introductory class, And I did all that in that 1st year because they needed that material to learn from...and then i was like people like this! 283 00:45:57,721 --> 00:46:02,463 [SPEAKER_00]: It would be use-I don't need have these contents for advanced classes but might be useful 284 00:46:04,000 --> 00:46:11,829 [SPEAKER_00]: And so videos 151 to 256, I'm about 85% of the way to end kind that bit content. 285 00:46:11,889 --> 00:46:24,123 [SPEAKER_00]: I've now reached a point where maybe doing video like once every three or four months just because got some many other things going on but am still trying go back and do it this is meant what have had for you know 286 00:46:25,304 --> 00:46:30,966 [SPEAKER_00]: an entire year-long lecture course on Introduction to Formal Logic in a Philosophical Context. 287 00:46:31,486 --> 00:46:39,469 [SPEAKER_00]: So I've had break everything down into... A bit that can be explained, three or five minutes. 288 00:46:41,590 --> 00:46:42,950 [SPEAKER_00]: That's not easy! 289 00:46:43,810 --> 00:46:51,313 [SPEAKER_00]: But it was also nearly as hard as what i thought would be and so the first challenge is how do you take 290 00:46:55,671 --> 00:47:02,893 [SPEAKER_00]: a paper that you've written or a book, and break it down into these three-minute chunks. 291 00:47:03,373 --> 00:47:12,655 [SPEAKER_00]: And put them all together in way so then you can explain to somebody who has no background whatsoever on this subject. 292 00:47:13,175 --> 00:47:21,337 [SPEAKER_00]: So one video about eight videos is like here are the set theoretic notation 293 00:47:21,657 --> 00:47:25,100 [SPEAKER_00]: that you need in order to be able understand the symbols I'm using. 294 00:47:25,601 --> 00:47:35,109 [SPEAKER_00]: Another video is, here's The Greek Alphabet where i'm going go through and show how write or say all of these letters because they are also symbol we're gonna use. 295 00:47:35,810 --> 00:47:41,035 [SPEAKER_00]: Now some people if already know the greek alphabet can skip this but thats another benefit 296 00:47:44,334 --> 00:47:57,159 [SPEAKER_00]: It's set up to kind of do it all sequentially, but there might be some bits where I already know that information so i can skip ahead and you don't have then sit through an entire 50 minutes in which half-an hour is stuff you've already known. 297 00:48:00,480 --> 00:48:07,103 [SPEAKER_00]: So my process as very low tech...I record myself ,i hit Record 298 00:48:10,501 --> 00:48:14,903 [SPEAKER_00]: When Zoom first was being used, the whiteboard that they had was wonderful. 299 00:48:15,463 --> 00:48:30,188 [SPEAKER_00]: And then they upgraded to a new white board and so now every time I go in it's like use classic one because that would work better but that allows me kind of write out what i'm doing basically mimic what happens in class because don't you slides when teach? 300 00:48:30,768 --> 00:48:39,631 [SPEAKER_00]: Write things on the board Because that slows down enough So not giving too much information Too quickly 301 00:48:40,828 --> 00:48:52,671 [SPEAKER_00]: And it also allows for people to both hear what I am saying, see when I'm writing and have the two different media kind of reinforce learning. 302 00:48:54,531 --> 00:49:08,215 [SPEAKER_00]: When we're doing these videos if i screw up within like first 30-45 seconds or so then ill just stop recording start over again after that usually by than im kinda in my flow If make a mistake 303 00:49:08,832 --> 00:49:11,433 [SPEAKER_00]: I just fix it in the context of the video. 304 00:49:11,933 --> 00:49:25,235 [SPEAKER_00]: It happens, doesn't happen very often you do want to still seem like a reliable instructor You don't wanna make mistakes every single video but some mistakes are fine. 305 00:49:39,315 --> 00:49:46,860 [SPEAKER_00]: At the beginning, roughly same thing at end to set everybody up for this kind of shared experience. 306 00:49:48,100 --> 00:49:56,825 [SPEAKER_00]: And as you know it is DrLogic who's awkwardly doing The Logic and not Professor Uckelman 307 00:49:57,823 --> 00:50:02,309 [SPEAKER_00]: I put on a bit of persona, in fact the extent is lipstick. 308 00:50:02,409 --> 00:50:06,115 [SPEAKER_00]: One thing that someone mentioned at very start recording videos 309 00:50:13,181 --> 00:50:18,045 [SPEAKER_00]: having the high contrast would help anybody who was doing any lip reading. 310 00:50:18,825 --> 00:50:41,563 [SPEAKER_00]: And so I thought, oh that's a good idea but putting the lipstick on is like now Dr Logic Is Doing Her Thing and That makes it a lot easier to kind of lean into the awkwardness because sometimes It's Like if it were actually me Maybe i wouldn't be able To do this But This is tied with The second thing Which is that the way 311 00:50:42,103 --> 00:50:45,864 [SPEAKER_00]: for me to make this work is that I just have no shame. 312 00:50:46,604 --> 00:50:55,246 [SPEAKER_00]: The...I did not realize until after seeing these videos, how often shake my bony fingers at students! 313 00:50:56,446 --> 00:51:06,889 [SPEAKER_00]: It's really creepy seeing it after a while and then there are times when you get all the way up till the end like I had lipstick on my teeth wow that looks professional 314 00:51:08,566 --> 00:51:10,007 [SPEAKER_00]: I said, I was doing it awkwardly. 315 00:51:10,307 --> 00:51:12,828 [SPEAKER_00]: It's all part of the persona." 316 00:51:13,108 --> 00:51:32,036 [SPEAKER_00]: And so this is...it's essentially to give myself permission just do that Bob Ross mantra like don't wait for perfection go in and be a real person because 317 00:51:38,496 --> 00:51:45,442 [SPEAKER_00]: not really care about logic, but they might be like oh well that looks interesting. 318 00:51:45,863 --> 00:52:01,838 [SPEAKER_00]: That look likes a real person doing the thing it's not AI generated or any of these things maybe want to find out more because I make them interested and then the logic interests them afterwards so 319 00:52:04,557 --> 00:52:13,400 [SPEAKER_00]: I put all of these videos freely up on YouTube and my students watched them during that pandemic year. 320 00:52:13,660 --> 00:52:18,902 [SPEAKER_00]: And, you know in terms like has it worked? 321 00:52:19,082 --> 00:52:29,905 [SPEAKER_00]: Have i succeeded taking really abstract formal logic and turn into something that is accessible to people outside the academic sphere? 322 00:52:30,006 --> 00:52:31,486 [SPEAKER_00]: Outside from what they are teaching? 323 00:52:34,784 --> 00:52:46,234 [SPEAKER_00]: And so I've got almost 2,500 subscribers which is very small but it's also like enormously huge that there are almost two and a half thousand people who are subscribed to the channel. 324 00:52:46,755 --> 00:52:48,276 [SPEAKER_00]: That at this point... 325 00:52:48,716 --> 00:52:54,021 [SPEAKER_00]: The sort of logic that i am producing videos on really abstract 326 00:52:55,398 --> 00:52:58,541 [SPEAKER_00]: I've had around 40,000 views. 327 00:52:58,641 --> 00:53:04,526 [SPEAKER_00]: And of course not everybody is watching the entire video but that's still quite a lot 328 00:53:05,764 --> 00:53:11,869 [SPEAKER_00]: The thing that I have found the most amazing is there has been genuine interaction in videos. 329 00:53:11,989 --> 00:53:30,524 [SPEAKER_00]: Occasionally, because i was trying to recreate experience of being in my classroom ,I will turn and be like here's an example leaving these problems for you as homework assignments if want post your answer chat happy take a look at them 330 00:53:31,302 --> 00:53:32,443 [SPEAKER_00]: And people actually do. 331 00:53:33,223 --> 00:53:47,792 [SPEAKER_00]: There are people out there who will do logic homework assignments for a class that they're not taking, but more than I've had people asking me quite 332 00:53:48,990 --> 00:53:54,693 [SPEAKER_00]: quite complex philosophical questions or wondering about could this have been done in another way. 333 00:53:55,293 --> 00:54:08,060 [SPEAKER_00]: I get students from all over the world who are, you know... Who've stumbled upon my videos while they're taking their own logic classes and there working through confusions it's like do i have this right? 334 00:54:08,621 --> 00:54:14,464 [SPEAKER_00]: And that-I never expected that would be kind of genuine actual academic 335 00:54:16,722 --> 00:54:21,646 [SPEAKER_00]: back and forth exchange where people ask questions because they know that will get answers. 336 00:54:23,547 --> 00:54:40,259 [SPEAKER_00]: Stranger recognition is one of the weirder things has happened during kind if year when I was recording a couple videos every days, walking home from school with my kid someone came up to me are you Dr logic? 337 00:54:41,617 --> 00:54:44,978 [SPEAKER_00]: My roommate is one of your students, and she makes me watch all of her videos. 338 00:54:46,939 --> 00:54:57,484 [SPEAKER_00]: But I have gone to conferences in Brazil and Argentina and Latvia, And people come up to be like,"I've watched you're video's they are super useful." 339 00:54:57,544 --> 00:55:05,868 [SPEAKER_00]: Now those are other philosophers but it means that It has spread beyond just my own student sphere 340 00:55:07,065 --> 00:55:15,324 [SPEAKER_00]: The other thing that I have had to kind of adapt with in teaching nowadays is at this point, 341 00:55:16,464 --> 00:55:22,068 [SPEAKER_00]: The videos covering my Fundamentals of Logics class have been out in the world for like five years. 342 00:55:22,368 --> 00:55:32,775 [SPEAKER_00]: This means that a vast majority students taking this classes come having already watched all or most, and so they know who DrLogic is They know what it's going to be like 343 00:55:42,602 --> 00:55:49,986 [SPEAKER_00]: have a familiarity with me, which is great because I don't have to build that rapport or it's easier. 344 00:55:50,026 --> 00:55:58,191 [SPEAKER_00]: It's also weird because they're like hi DrLogic and Hugo? 345 00:55:58,211 --> 00:55:59,271 [SPEAKER_00]: Ben? 346 00:56:00,348 --> 00:56:03,409 [SPEAKER_00]: I don't know, because you keep moving what seats are sitting in. 347 00:56:03,449 --> 00:56:04,750 [SPEAKER_00]: And really bad with faces." 348 00:56:05,630 --> 00:56:23,697 [SPEAKER_00]: But that has been a really unexpected side effect of people come into my class already knowing not just some the content but they how interact and expect from them so can ask these questions or open to this sort things which is very valuable 349 00:56:27,255 --> 00:56:34,883 [SPEAKER_00]: The broader question of how many people outside the academic setting am I reaching with these videos? 350 00:56:35,683 --> 00:56:36,464 [SPEAKER_00]: I have no idea. 351 00:56:37,165 --> 00:56:43,431 [SPEAKER_00]: It would be very hard, you'd need somebody who knows to study Google Analytics and everything 352 00:56:45,190 --> 00:56:53,691 [SPEAKER_00]: But I've certainly gotten my subject area beyond by classroom and beyond my particular discipline. 353 00:56:54,232 --> 00:56:56,592 [SPEAKER_00]: And at least, this point, I'm happy with that! 354 00:56:56,812 --> 00:57:04,713 [SPEAKER_00]: I can continue to try build further and see how else what else could i do? 355 00:57:05,413 --> 00:57:14,335 [SPEAKER_00]: As soon as I have wrapped up the last bit of content-I already got plans for next thing it's not going be a protracted kind class its just gonna 356 00:57:15,152 --> 00:57:20,476 [SPEAKER_00]: interesting things that Sarah has been thinking about while reading Logic papers, combined with... 357 00:57:22,057 --> 00:57:24,219 [SPEAKER_00]: So my kid is now a teenager. 358 00:57:24,559 --> 00:57:42,132 [SPEAKER_00]: She's super into K-pop There are a lot of like weirdly interesting logical and philosophical things that come up in k pop songs And so I'm going to do a series videos on teaching logic through KPOP See if those can actually get me the broader accessibility but 359 00:57:43,710 --> 00:57:54,032 [SPEAKER_00]: Once I started thinking in this way, I started seeing all of these things where I'm like...I could say something about logic hanging on that hook. 360 00:57:54,613 --> 00:58:02,614 [SPEAKER_00]: So doing this kind taught me to think my research and specialism in a different way, what is the 3-5 minute chunk so somebody who doesn't know anything but gets them sense 361 00:58:13,813 --> 00:58:16,355 [SPEAKER_00]: in all of this, what's the key to my success? 362 00:58:16,795 --> 00:58:28,182 [SPEAKER_00]: And if there is one thing that people tell me after they've watched videos or taken my class it's wow Sarah you really love logic. 363 00:58:29,200 --> 00:58:29,780 [SPEAKER_00]: And I do. 364 00:58:30,421 --> 00:58:48,754 [SPEAKER_00]: It is the single coolest thing that you can do, watch my videos to find out why but i try to make sure that love and passion comes through in every video we record sometimes were doing the dullest of definitions 365 00:58:50,932 --> 00:58:53,573 [SPEAKER_00]: Look, I know this is dull and very abstract. 366 00:58:53,693 --> 00:59:01,094 [SPEAKER_00]: And it doesn't make sense but just bear with me because like three videos from now we're going to get to prove the coolest lemma that's my favorite Lemma ever! 367 00:59:01,434 --> 00:59:04,055 [SPEAKER_00]: You gotta have a definition first." 368 00:59:04,655 --> 00:59:15,798 [SPEAKER_00]: So something happens sometimes people watch my video not cause they care about logic But they find fascinating watching somebody who cares so much 369 00:59:17,155 --> 00:59:21,797 [SPEAKER_00]: And I feel like this is very much in kind of the surprise deal historian mode. 370 00:59:22,137 --> 00:59:32,302 [SPEAKER_00]: Where it's, you may not care that about eels but there's dude on the internet who is fascinated by them and THAT is fascinating! 371 00:59:33,042 --> 00:59:44,187 [SPEAKER_00]: So... You might NOT be able to convince everybody your particular niche area is something they should go off and study But you can at least convince them YOU CARE ABOUT IT 372 00:59:47,145 --> 00:59:50,367 [SPEAKER_00]: To get them to be like, oh maybe I'll watch. 373 00:59:50,447 --> 00:59:57,412 [SPEAKER_00]: Maybe learn a little bit more So...I did promise to say something about 374 01:00:00,031 --> 01:00:01,553 [SPEAKER_00]: What can you do? 375 01:00:02,434 --> 01:00:06,398 [SPEAKER_00]: Speaking to the mixed audience of philosophers, archaeologists. 376 01:00:07,338 --> 01:00:16,347 [SPEAKER_00]: If anything that I've talked about has kind of inspired you to be like oh well maybe i could do this with some my research and it's not going to an entire class but a paper or interesting find 377 01:00:24,352 --> 01:00:29,235 [SPEAKER_00]: Like, the bar for picking content is do you find it interesting? 378 01:00:30,156 --> 01:00:33,138 [SPEAKER_00]: If you do probably somebody else does too. 379 01:00:33,638 --> 01:00:34,379 [SPEAKER_00]: And if not... 380 01:00:35,519 --> 01:00:43,144 [SPEAKER_00]: The process of actually articulating to yourself what are three-to five minute bits that's valuable even though no one watches the outcome 381 01:00:51,807 --> 01:00:52,427 [SPEAKER_00]: But what can you do? 382 01:00:52,627 --> 01:00:53,507 [SPEAKER_00]: Find the right media. 383 01:00:53,547 --> 01:01:06,029 [SPEAKER_00]: So as I said, there's things like Blue Sky Twitter threads... so something i did on twitter a couple of years ago-I was asked to review book it's The History Of Philosophy Without Any Gaps the volume on medieval philosophy. 384 01:01:06,270 --> 01:01:11,450 [SPEAKER_00]: It is this 400 page long book and so I started reading it! 385 01:01:11,510 --> 01:01:19,992 [SPEAKER_00]: And then I started a Twitter thread that was over 300 tweets by the time I was done with it only broke the chain once really pleased by that 386 01:01:20,608 --> 01:01:23,931 [SPEAKER_00]: And I just kind of went through it and shared my thoughts, shared a quote. 387 01:01:25,412 --> 01:01:39,023 [SPEAKER_00]: Relayed objections or confusions are things that was thinking up this particular author really likes giraffes so he uses giraffe in his examples So i kept running Giraffe Count throughout the thread and... 388 01:01:39,043 --> 01:01:48,451 [SPEAKER_00]: ...I was surprised at how many people philosophers and non-philosophers engaged with that That was a you know Really 389 01:01:50,308 --> 01:01:57,412 [SPEAKER_00]: widely read, shared and responded to thread where I'm reviewing a book on medieval philosophy. 390 01:01:59,534 --> 01:02:07,999 [SPEAKER_00]: But then there's video formats like YouTube and TikTok...I keep thinking i should do Tiktok but also think that I am just too old for it! 391 01:02:18,682 --> 01:02:23,044 [SPEAKER_00]: One of these things will be the right thing, and it'll depend on what your subject is. 392 01:02:23,284 --> 01:02:24,665 [SPEAKER_00]: How many photos you're able to do? 393 01:02:24,905 --> 01:02:43,893 [SPEAKER_00]: What are capabilities or interests but also your age You know what kind media you gonna comfortable working with Within that medium figure out what's optimal size length format Are we going Instagram post where got a flashy picture then little bit description Or 3-5 minute YouTube videos whatever 394 01:02:48,012 --> 01:02:54,476 [SPEAKER_00]: Builds yourself a persona because it allows you to do things that you might not otherwise. 395 01:02:54,916 --> 01:03:09,545 [SPEAKER_00]: Do and It doesn't have To be A very complex one so yeah Dr logic puts on her lipstick And the origin story for The name is after I got my PhD, a friend then asked me So what's your superpower? 396 01:03:09,565 --> 01:03:14,368 [SPEAKER_00]: Because like Doesn't everybody get a super power along with their degree Like Yeah i can 397 01:03:15,085 --> 01:03:16,986 [SPEAKER_00]: I can prove theorems from nothing. 398 01:03:17,066 --> 01:03:17,946 [SPEAKER_00]: That's my superpower." 399 01:03:17,986 --> 01:03:20,607 [SPEAKER_00]: And so she was like, your superhero name is DrLogic! 400 01:03:21,388 --> 01:03:24,009 [SPEAKER_00]: So that's literally where they came from. 401 01:03:25,190 --> 01:03:42,457 [SPEAKER_00]: Keep it low-tech you do not need the bells and whistles It doesn't have to be flashy or polished in fact Not doing that makes things better because that keeps you human Makes you real and make easier for you reach out To other people For them feel 402 01:03:44,535 --> 01:03:46,336 [SPEAKER_00]: You think they are real. 403 01:03:47,037 --> 01:04:05,548 [SPEAKER_00]: So remember that you're talking to a real audience and give them homework assignments, tell him he'll grade them maybe get gold star if do good job ask questions remind of things it's difficult at first kind talk the computer as just people but 404 01:04:09,768 --> 01:04:15,170 [SPEAKER_00]: You do it a bit, and then you just start chatting to your computer as you're recording yourself. 405 01:04:15,250 --> 01:04:21,051 [SPEAKER_00]: And pick something that you care about because I think the red thread goes through any sort of successful 406 01:04:31,371 --> 01:04:39,315 [SPEAKER_00]: dissemination of relatively erudite, weird niche research to a wider audience. 407 01:04:39,935 --> 01:04:59,624 [SPEAKER_00]: It's going be because the person doing it genuinely thinks this stuff is interesting and Aristotle says that all humans by their nature desire know not anything in particular we just like knowing stuff 408 01:05:01,001 --> 01:05:10,165 [SPEAKER_00]: And if you can present your stuff as like this is interesting, then maybe they'll be like oh that's stuff I want to know. 409 01:05:12,085 --> 01:05:13,746 [SPEAKER_00]: So i hope 410 01:05:16,924 --> 01:05:26,330 [SPEAKER_00]: Given an example that shows it is possible to make the erudite accessible, whether teaching people how do oil painting. 411 01:05:27,371 --> 01:05:31,313 [SPEAKER_00]: This a castle up in St Andrews actually acrylic not oils 412 01:05:32,431 --> 01:05:41,699 [SPEAKER_00]: That is, I did this on the basis of what Bob Ross taught me over TV episodes recorded decades ago. 413 01:05:42,539 --> 01:05:53,548 [SPEAKER_00]: And then there's my channel if you scan QR code that will get to it because its easier than sharing a link and in remaining time we have actually quite a bit 414 01:05:56,708 --> 01:06:06,390 [SPEAKER_00]: I would really love to kind of hear from people about, well questions that you have anything but examples where... That you are familiar with. 415 01:06:06,470 --> 01:06:21,874 [SPEAKER_00]: Where people have managed take something niche and specialized And get it out there more widely Thoughts about what You might Have as a researcher As an academic Of your own What media 416 01:06:23,711 --> 01:06:27,953 [SPEAKER_00]: If you were to be challenged do something like this, what would it look? 417 01:06:28,293 --> 01:06:34,756 [SPEAKER_00]: What are the potential barriers that might face because among other things. 418 01:06:34,996 --> 01:06:44,900 [SPEAKER_00]: It's been a lot of fun I get around call myself YouTube celebrity but border guard when flew into Stockholm yesterday why Sweden and invited Umeå give talk 419 01:06:49,078 --> 01:06:49,998 [SPEAKER_00]: Oh, what's it on? 420 01:06:50,659 --> 01:06:52,219 [SPEAKER_00]: Making the Erudite Accessible. 421 01:06:52,279 --> 01:07:04,462 [SPEAKER_00]: And I realized as said this that is a fairly inaccessable title and so like going to talk about my YouTube series on formal logic he kind of went huh! 422 01:07:05,162 --> 01:07:10,403 [SPEAKER_00]: So yeah thank you very much and look forward our discussion . 423 01:07:17,782 --> 01:07:24,205 [SPEAKER_02]: All right, we take a five-minute break and will resume at 23 past. 424 01:07:24,786 --> 01:07:34,551 [SPEAKER_02]: And in the meantime those in the room feel free to raise hands and I'll make notes of who has raised their hand 425 01:07:37,692 --> 01:07:42,634 [SPEAKER_02]: Now I logged on online, but i'm lagged and those of you who are online. 426 01:07:42,894 --> 01:07:55,198 [SPEAKER_02]: You can write a comment or question in the chat And we will read it when the turn comes to you All right 427 01:08:07,139 --> 01:08:07,319 Thank you. 428 01:08:40,990 --> 01:08:41,170 Thank you. 429 01:09:13,137 --> 01:09:13,317 Thank you. 430 01:09:43,192 --> 01:09:43,372 Thank you. 431 01:10:15,524 --> 01:10:15,704 Thank you. 432 01:10:45,511 --> 01:10:45,691 Thank you. 433 01:11:15,532 --> 01:11:15,712 Thank you. 434 01:11:45,535 --> 01:11:45,715 Thank you. 435 01:12:47,254 --> 01:12:48,416 [SPEAKER_02]: All right, let's start. 436 01:12:48,436 --> 01:12:49,918 [SPEAKER_02]: I shall walk with this one. 437 01:12:49,938 --> 01:12:51,039 [SPEAKER_02]: Sofia first go ahead 438 01:13:02,130 --> 01:13:04,011 [SPEAKER_06]: Yeah, so I want to ask you about this. 439 01:13:06,132 --> 01:13:10,714 [SPEAKER_06]: You talked about doing the logic of K-pop or something and... 440 01:13:10,754 --> 01:13:22,619 [SPEAKER_06]: This is a popular thing there's these entire series of blackboard books like The Philosophy Of This And That And The Other Thing connects philosophy with pop culture but i was thinking 441 01:13:23,699 --> 01:13:30,805 [SPEAKER_06]: Is there a risk of making the connections too tenuous and strange just because you want to connect it something popular? 442 01:13:31,526 --> 01:13:38,492 [SPEAKER_06]: Because I was thinking, so I have published a piece for instance on our website for sci-fi or fantasy writers. 443 01:13:39,173 --> 01:13:47,300 [SPEAKER_06]: On basically deontology superheroes And i think that's an normal connection because these are stories where characters 444 01:13:47,660 --> 01:13:56,267 [SPEAKER_06]: explicitly talk about what's morally right and wrong, discuss their own moral principles since it is very easy to connect that with the moral philosophy. 445 01:13:57,888 --> 01:14:02,172 [SPEAKER_06]: Some of these discussions are better than others but you can learn something from them too 446 01:14:03,252 --> 01:14:19,784 [SPEAKER_06]: But then I was asked if i wanted to give a zoom lecture for an American university on like Taylor Swift and the philosophy of psychiatry because she has a song apparently where she sings that, She's A Mad Woman or something. 447 01:14:20,405 --> 01:14:23,147 [SPEAKER_06]: And I'm like...I don't even know taylor swift 448 01:14:23,647 --> 01:14:25,189 [SPEAKER_06]: And they were like, look at the lyrics. 449 01:14:25,449 --> 01:14:28,572 [SPEAKER_06]: And I looked at the lyrics and it's a lot of repetition. 450 01:14:28,972 --> 01:14:31,435 [SPEAKER_06]: Like oh you say I'm mad...I'm Mad! 451 01:14:32,776 --> 01:14:44,067 [SPEAKER_06]: Since it has to word MAD in so on Of course i could make some sort connection with my work But that would just be silly So do have any thoughts about this? 452 01:14:47,507 --> 01:14:51,169 [SPEAKER_00]: Learning logic through K-pop kind of idea that I have in mind. 453 01:14:51,849 --> 01:14:55,411 [SPEAKER_00]: That is actually intended to be silly because... 454 01:14:55,731 --> 01:15:07,116 [SPEAKER_00]: So the first one, there's a group who has this song with Paradox as its title and lyrics And when my kid played it for me 455 01:15:08,753 --> 01:15:10,854 [SPEAKER_00]: but that's not what a paradox is. 456 01:15:11,414 --> 01:15:12,295 [SPEAKER_00]: And so it was like, you know? 457 01:15:12,315 --> 01:15:14,596 [SPEAKER_00]: That would be one and another... 458 01:15:15,156 --> 01:15:18,158 [SPEAKER_00]: There actually very interesting- It wasn't from the song. 459 01:15:18,198 --> 01:15:37,308 [SPEAKER_00]: It was form of these extra kind videos that groups film for parasocial reasons where they were doing some word play on members' names Where then One characters in his name Is actually same as I think either AND or OR 460 01:15:38,145 --> 01:15:42,087 [SPEAKER_00]: And it ended up in this very interesting use versus mention confusion. 461 01:15:43,507 --> 01:15:53,491 [SPEAKER_00]: Basically, the ideas that I have are things when I'm watching these videos or listening to songs with my kid and something comes up an elbow her like you're so embarrassing mom! 462 01:15:53,531 --> 01:15:55,312 [SPEAKER_00]: It might end being something where the whole point is 463 01:16:08,157 --> 01:16:15,461 [SPEAKER_00]: But that is a very different... That's kind of going into it, not trying to make it serious. 464 01:16:15,622 --> 01:16:29,230 [SPEAKER_00]: And I think the case that you are like- The science fiction and superheroes one totally makes sense lots of interesting philosophical things say about it also would probably have same feelings on Taylor Swift thing its only connection 465 01:16:31,728 --> 01:16:34,188 [SPEAKER_00]: the word and there isn't anything deeper. 466 01:16:34,889 --> 01:16:46,271 [SPEAKER_00]: And, There are probably other ways that you could talk about The Philosophy of Psychiatry in The Philosophy Of Madness That didn't need to have that popular song as a hook but... 467 01:16:47,191 --> 01:16:48,811 [SPEAKER_00]: But yeah I mean think that's eh.. 468 01:16:50,091 --> 01:16:59,153 [SPEAKER_00]: There is something-there is space for the whole Here Are These Pop Culture Hooks Take Something and be like 469 01:17:00,170 --> 01:17:02,492 [SPEAKER_00]: hey, did you know philosophical connection? 470 01:17:02,512 --> 01:17:03,693 [SPEAKER_00]: I'm going to tell about it. 471 01:17:04,194 --> 01:17:04,934 [SPEAKER_00]: Oh mom! 472 01:17:05,294 --> 01:17:05,555 [SPEAKER_00]: Yeah. 473 01:17:10,018 --> 01:17:12,540 [SPEAKER_02]: Andy, go ahead. 474 01:17:12,821 --> 01:17:13,101 [SPEAKER_07]: Thanks. 475 01:17:14,622 --> 01:17:28,253 [SPEAKER_07]: So what-I am not really expecting me have a good answer here or for anyone's having an answer but kind of interested in how this fits into the broader context that introduced there 476 01:17:29,014 --> 01:17:32,777 [SPEAKER_07]: So I think making philosophy accessible is great. 477 01:17:33,117 --> 01:17:50,030 [SPEAKER_07]: It should be accessible to everyone because it's really awesome and people shouldn't have to like, Be in a position to go to university And things like this To learn about philosophy and things Like that But the context In which you introduced This was thinking About The various pressures That higher education Institutions are under 478 01:17:51,070 --> 01:18:07,702 [SPEAKER_07]: um especially funding pressures and stuff like this so i'm wondering okay, yes make philosophy accessible is great tips on how to do distance delivery but How would we leverage this into money for universities? 479 01:18:08,082 --> 01:18:10,924 [SPEAKER_07]: And student numbers are not even just student number. 480 01:18:10,944 --> 01:18:13,326 [SPEAKER_07]: So I mean Student Numbers might be such an issue 481 01:18:14,867 --> 01:18:17,828 [SPEAKER_07]: because people do find philosophy interesting. 482 01:18:17,848 --> 01:18:25,391 [SPEAKER_07]: They want to take philosophy classes, but policymakers... Why should they give those who study philosophy the opportunities? 483 01:18:25,451 --> 01:18:30,332 [SPEAKER_07]: How can we leverage making philosophy accessible into money? 484 01:18:31,333 --> 01:18:42,896 [SPEAKER_00]: So I don't have good answers for that otherwise the UK higher education funding system would look much different from how it currently does 485 01:18:45,453 --> 01:18:56,759 [SPEAKER_00]: A lot of people take my class because I am a known figure in My university partly through people who've taken. 486 01:18:56,799 --> 01:19:13,286 [SPEAKER_00]: My classes before and shared the video So it's partly from that Partly, Because i also answer questions In The University student Facebook group And so they see me as this kind Of like font-of-all knowledge because I can find things on SharePoint but 487 01:19:14,544 --> 01:19:25,052 [SPEAKER_00]: I literally have people who take my class because of my status in the institution, Who might otherwise never considered doing formal logic. 488 01:19:25,793 --> 01:19:38,983 [SPEAKER_00]: And so...I get them into classroom and teach something that i find interesting They may not quite get it but they probably get why what im doing is valuable 489 01:19:40,101 --> 01:19:47,263 [SPEAKER_00]: And these are the people, because I teach in a quite prestigious UK institution. 490 01:19:47,403 --> 01:20:02,706 [SPEAKER_00]: I teach a lot of philosophy politics and economics students These are the people who going to go on get degrees or jobs In politics ,in consultancies Who can do that kind of leveraging So it's... That is very long 491 01:20:09,685 --> 01:20:12,706 [SPEAKER_00]: you know, running way to it. 492 01:20:12,906 --> 01:20:23,288 [SPEAKER_00]: But I think that the more diversity of students into our classrooms... 493 01:20:23,768 --> 01:20:35,971 [SPEAKER_00]: The more we've got these people who can then take this message back out and be like actually I really benefited from having an opportunity to have a logic class wouldn't it great if other people did? 494 01:20:38,508 --> 01:20:41,449 [SPEAKER_00]: I mean, that's kind of what we hope will always happen with all education. 495 01:20:41,489 --> 01:20:49,852 [SPEAKER_00]: That people come in and something will change they'll be like i want other people to have these opportunities We know it doesn't really happened but... 496 01:20:50,352 --> 01:21:02,076 [SPEAKER_00]: ...I think that Something can happen through those kinds channels I wish had a better answer That was better than nothing though 497 01:21:08,715 --> 01:21:10,776 [SPEAKER_02]: More comments or questions? 498 01:21:11,377 --> 01:21:19,901 [SPEAKER_02]: There are some comments online, but it's not clear to me that they're... there may be no question for Sara. 499 01:21:19,921 --> 01:21:25,824 [SPEAKER_02]: Maybe you can make them explicit if you want something addressed in the auditorium. 500 01:21:30,326 --> 01:21:33,328 [SPEAKER_02]: Other comments and questions from the room or online? 501 01:21:33,985 --> 01:21:39,949 [SPEAKER_00]: I would be very interested to hear from kind of the archaeology, you guys did sort yourselves out. 502 01:21:39,989 --> 01:21:46,373 [SPEAKER_00]: There's some philosophers over here and archeologists over there so what are things that you do like three or five minutes on why this is cool in some format? 503 01:22:03,521 --> 01:22:07,062 [SPEAKER_00]: What do you tell your grandma when she asks what you're studying? 504 01:22:11,544 --> 01:22:13,585 [SPEAKER_00]: Or, Do You All Do Boring Things?" 505 01:22:16,786 --> 01:22:16,986 [SPEAKER_00]: Yeah. 506 01:22:18,767 --> 01:22:22,048 [SPEAKER_00]: Oh wait we need to get the sorry about that yes... 507 01:22:22,368 --> 01:22:23,508 [SPEAKER_00]: The pressure of speaking into 508 01:22:28,847 --> 01:22:29,948 [SPEAKER_04]: Yeah, I was thinking about it. 509 01:22:29,968 --> 01:22:34,069 [SPEAKER_04]: I did a class on lithics last year with... 510 01:22:34,089 --> 01:22:35,450 [SPEAKER_00]: So that's stones right? 511 01:22:35,590 --> 01:22:57,600 [SPEAKER_04]: Yes stone tools sorry With one of the foremost experts in Australia and then its broken down into how Australia looks at this It is very different from Europe But i had no idea what they were talking most time And This is very niche knowledge I couldn't learn anywhere else so but it's extremely useful for 512 01:22:58,217 --> 01:23:03,602 [SPEAKER_04]: anyone working in Australia and any indigenous people who may not have this knowledge anymore. 513 01:23:03,662 --> 01:23:09,767 [SPEAKER_04]: So I would like to do a little YouTube video say, This is what they're talking about. 514 01:23:09,807 --> 01:23:18,594 [SPEAKER_04]: This how you can look at these stone tools and identify... Yeah so doing sort of translating what other people are doing. 515 01:23:18,614 --> 01:23:21,356 [SPEAKER_04]: Science communication right? 516 01:23:22,833 --> 01:23:24,314 [SPEAKER_00]: That would be super interesting. 517 01:23:24,614 --> 01:23:25,875 [SPEAKER_00]: I like stones." 518 01:23:26,516 --> 01:23:40,305 [SPEAKER_00]: See, that's another way if you think about very niche what-you're doing might have all of these complicated words and everything but can zoom out to a big picture? 519 01:23:40,786 --> 01:23:43,788 [SPEAKER_00]: We've got any excuse talk eels 520 01:23:45,506 --> 01:23:46,667 [SPEAKER_00]: I like stones. 521 01:23:47,247 --> 01:23:51,169 [SPEAKER_00]: You know, if i came across a YouTube channel that said something like that... 522 01:23:51,570 --> 01:23:52,690 [SPEAKER_00]: ...I'd be like oh yeah! 523 01:23:53,031 --> 01:23:53,871 [SPEAKER_00]: I like them too! 524 01:23:54,371 --> 01:23:55,672 [SPEAKER_00]: Does he also talk about rocks? 525 01:23:56,353 --> 01:23:57,193 [SPEAKER_00]: What's the difference?! 526 01:23:59,034 --> 01:23:59,795 [SPEAKER_00]: That would cool! 527 01:24:00,015 --> 01:24:05,138 [SPEAKER_00]: That is sort of thing other people might say Oh yea do you know this guy? 528 01:24:05,158 --> 01:24:08,440 [SPEAKER_00]: He likes rock or stone whatever it is Is there any different? 529 01:24:08,560 --> 01:24:09,821 [SPEAKER_00]: I don't know go watch his chanel 530 01:24:17,984 --> 01:24:18,264 [SPEAKER_00]: Oh, we... 531 01:24:25,128 --> 01:24:25,748 [SPEAKER_03]: Thanks. 532 01:24:25,788 --> 01:24:32,590 [SPEAKER_03]: So yeah, that was very interesting and I was just wondering... so you mentioned one other example? 533 01:24:32,910 --> 01:24:49,893 [SPEAKER_03]: Peter Adamson with History of Philosophy Without Any Gaps Have you looked at kind-of other philosophy YouTube channels or people doing this popular style of philosophy That would recommend as good examples 534 01:24:50,450 --> 01:24:54,972 [SPEAKER_00]: So, I don't consume information in this media myself. 535 01:24:55,292 --> 01:25:07,956 [SPEAKER_00]: so i dont really go out and watch them but I know that there are some out there uh...so..I think it's philosophy tube is one a lot of people that I know rate very highly and recommend 536 01:25:10,294 --> 01:25:13,837 [SPEAKER_00]: Yeah, I'm sure that there are other ones out. 537 01:25:13,897 --> 01:25:20,644 [SPEAKER_00]: There's probably a lot but one of the things about these sorts media is 538 01:25:22,342 --> 01:25:25,403 [SPEAKER_00]: there's never any harm in having somebody else out. 539 01:25:25,483 --> 01:25:37,609 [SPEAKER_00]: There are loads of channels where you can go and get introductory logic content, but that is great because the algorithm will serve up to someone or catch their interest 540 01:25:44,309 --> 01:25:47,350 [SPEAKER_00]: is understandable or accessible to somebody. 541 01:25:47,850 --> 01:25:58,772 [SPEAKER_00]: So it's great that there are some really good ones out, but we should also be like... That impetus us do more rather than go watch this one instead. 542 01:25:58,792 --> 01:26:02,693 [SPEAKER_02]: All right James? 543 01:26:04,574 --> 01:26:04,914 [SPEAKER_05]: Thank you! 544 01:26:06,174 --> 01:26:13,756 [SPEAKER_05]: Just a comment on your thing about keeping these things low-tech I mean obviously now have two cameras and microphone 545 01:26:15,114 --> 01:26:23,819 [SPEAKER_05]: I mean, there have been plenty of studies done on video production that kind show the video quality really doesn't matter so much. 546 01:26:23,859 --> 01:26:33,244 [SPEAKER_05]: So your idea like not editing and it's just a webcam is fine but audio quality matters and turns people off very quickly if the audio isn' t good. 547 01:26:33,364 --> 01:26:42,590 [SPEAKER_00]: Just comment maybe clarifying... On that i will say did get those comments in first two or three videos 548 01:26:42,947 --> 01:26:46,155 [SPEAKER_00]: So I went to my institution and it was like, if you want me do online teaching. 549 01:26:46,235 --> 01:26:48,681 [SPEAKER_00]: You've got get a podcast quality microphone 550 01:26:48,998 --> 01:26:49,979 [SPEAKER_00]: They said, yes they did. 551 01:26:50,079 --> 01:26:53,000 [SPEAKER_00]: I've used that and no one has ever commented on the sound quality again." 552 01:26:53,040 --> 01:26:55,001 [SPEAKER_00]: So it's a very good point! 553 01:26:55,102 --> 01:26:56,462 [SPEAKER_05]: Yeah so that was going to be the question then? 554 01:26:56,843 --> 01:27:00,345 [SPEAKER_05]: Have you found out how do solve that but yeah there is your answer. 555 01:27:00,505 --> 01:27:04,867 [SPEAKER_00]: At that time my institution was shelling-out money to provide support for online teaching... 556 01:27:05,347 --> 01:27:14,633 [SPEAKER_00]: ...I suspect some institutions may still have budgets or your university might even have media team 557 01:27:15,273 --> 01:27:18,614 [SPEAKER_00]: who might have facilities that you may be able to book or borrow. 558 01:27:18,634 --> 01:27:27,497 [SPEAKER_00]: Hopefully I'm not promising things, but... Outlab has a sound studio we can use! 559 01:27:28,818 --> 01:27:29,438 [SPEAKER_00]: So there ya go. 560 01:27:29,478 --> 01:27:29,718 [SPEAKER_00]: Awesome. 561 01:27:30,718 --> 01:27:35,660 [SPEAKER_02]: Alright Sophia? 562 01:27:37,437 --> 01:27:37,958 [SPEAKER_06]: Yeah, thanks. 563 01:27:38,978 --> 01:27:44,821 [SPEAKER_06]: I was thinking do you think there is such a thing as being too dependent on personal enthusiasm? 564 01:27:45,181 --> 01:27:59,027 [SPEAKER_06]: So this example isn't really from social media or anything pop culture connected but there's this philosopher...I've seen them give talks and they are so enthusiastic about their 565 01:28:00,628 --> 01:28:06,893 [SPEAKER_06]: niche, weird philosophy theory about a certain philosophy topic that when I hear them talk. 566 01:28:07,053 --> 01:28:19,201 [SPEAKER_06]: I'm kind of like yeah this is interesting but then as soon they are not personally present and radiating the enthusiasm if i read something on them Im'like no! 567 01:28:19,522 --> 01:28:25,766 [SPEAKER_06]: This actually hella boring and irrelevant to everything else that goes in these topics 568 01:28:27,587 --> 01:28:34,069 [SPEAKER_06]: And also, they're not doing all that well career-wise maybe because several people have the same reaction than I do. 569 01:28:35,389 --> 01:28:40,611 [SPEAKER_06]: That got me thinking how far can sheer enthusiasm take you? 570 01:28:40,631 --> 01:28:45,852 [SPEAKER_06]: Maybe there is this kind of limit if your topic is too intrinsically boring . 571 01:28:46,972 --> 01:28:47,333 [SPEAKER_00]: Yeah! 572 01:28:47,653 --> 01:28:49,993 [SPEAKER_00]: Oh...that's a very fair comment. 573 01:28:50,013 --> 01:28:55,535 [SPEAKER_00]: There are people who might find watching my videos an interesting way to pass time 574 01:28:56,295 --> 01:29:05,060 [SPEAKER_00]: But they go off and then try to actually read a logic paper or even my Logic textbook, And are like oh my god this is dull. 575 01:29:08,902 --> 01:29:11,203 [SPEAKER_00]: Yeah I mean of course not! 576 01:29:11,283 --> 01:29:13,304 [SPEAKER_00]: Logic is fascinating but... 577 01:29:13,704 --> 01:29:19,047 [SPEAKER_00]: ...I could totally imagine that Logic would be the sort-of thing where people would go off and read it and say I can't make heads or tails. 578 01:29:23,006 --> 01:29:31,808 [SPEAKER_00]: I mean, there are going to be subjects that will be inaccessible. 579 01:29:31,848 --> 01:29:42,971 [SPEAKER_00]: The best we can do in any kind of context is try and make what were doing as accessible for the widest number people There's no amount of enthusiasm 580 01:29:49,068 --> 01:29:54,970 [SPEAKER_00]: that you could have to get me who wants read more about whatever subject your doing. 581 01:29:55,390 --> 01:30:15,598 [SPEAKER_00]: Not anybody here in this room, I can tell you that but yeah there are definitely limits it's a good way kind of get people and might not necessarily them the next step There does need be some sort transition And again thats kinda hard part But at least if we open gate 582 01:30:18,336 --> 01:30:21,078 [SPEAKER_00]: Then the next step is to think about, how do we actually get people through it? 583 01:30:30,626 --> 01:30:30,946 [SPEAKER_02]: James. 584 01:30:32,848 --> 01:30:40,734 [SPEAKER_05]: This just sort of a broader question because you began by talking like anti-intellectualism on the rise in UK and having come from there I feel that 585 01:30:42,332 --> 01:30:46,793 [SPEAKER_05]: Do you think there should be like a concerted effort to sort of address that directly in any these things? 586 01:30:46,893 --> 01:30:50,814 [SPEAKER_05]: Or do you more it's, if we're present and show that this thing are interesting. 587 01:30:50,834 --> 01:30:53,495 [SPEAKER_05]: And actually know what were talking about in the various areas. 588 01:30:53,535 --> 01:30:57,036 [SPEAKER_05]: That all sorts push back against them. 589 01:30:57,416 --> 01:31:10,759 [SPEAKER_00]: I thinking kind off stuff for public audience more broadly no because that could potentially really put people up 590 01:31:11,836 --> 01:31:33,385 [SPEAKER_00]: It's something that I have started doing more and explicitly in my actual teaching, where people find studying logic with me really interesting because on the one hand it is very much like mathematics. 591 01:31:34,066 --> 01:31:36,907 [SPEAKER_00]: You've got all of these definitions everything follows from them 592 01:31:37,303 --> 01:31:39,424 [SPEAKER_00]: it's very objective, black and white. 593 01:31:39,484 --> 01:31:41,045 [SPEAKER_00]: You either have a proof or you don't. 594 01:31:41,065 --> 01:31:56,272 [SPEAKER_00]: It is true of false in all this but that once got your definitions getting the definition making choices about what kind language are going to use? 595 01:31:56,392 --> 01:31:58,092 [SPEAKER_00]: What salient features trying identify 596 01:31:59,573 --> 01:32:06,758 [SPEAKER_00]: What are the bits of an argument that you're trying to emphasize or ignore? 597 01:32:06,838 --> 01:32:08,559 [SPEAKER_00]: All these decisions, there isn't necessarily a clear right and wrong. 598 01:32:08,619 --> 01:32:11,681 [SPEAKER_00]: I tell my students if they decide in this way will have consequences 599 01:32:28,709 --> 01:32:39,504 [SPEAKER_00]: These are not just consequences about what does your formal proof look like, but they're our consequence is whose voice we listening to in a discussion. 600 01:32:40,682 --> 01:32:47,684 [SPEAKER_00]: what are the salient features that we're highlighting, and who gets included as a result of this? 601 01:32:47,804 --> 01:32:48,904 [SPEAKER_00]: And who get excluded. 602 01:32:48,924 --> 01:32:54,245 [SPEAKER_00]: One thing at end up talking about kind-of in term is relationship between logic or being logical rational reasonable 603 01:33:04,748 --> 01:33:11,601 [SPEAKER_00]: and gendered stereotypes, the ways in which for instance The Manosphere will use 604 01:33:16,027 --> 01:33:26,597 [SPEAKER_00]: You're not being reasonable, you are too emotional as a systematic way of shutting down conversations and excluding an entire gender from the conversation. 605 01:33:28,018 --> 01:33:35,205 [SPEAKER_00]: We talk about this very explicitly in my class because what I tell them is that when they see people using reason rationality logical 606 01:33:42,431 --> 01:33:58,384 [SPEAKER_00]: in this sort of way, to shut down conversations and exclude people that I want them feel empowered step into say you can't do like my logic teacher told me tell you cannot weaponize her special subject cut out. 607 01:33:58,404 --> 01:34:01,847 [SPEAKER_00]: And it's important we have these explicit conversation with students 608 01:34:06,948 --> 01:34:16,032 [SPEAKER_00]: that the decisions they make have these impacts and this isn't just a game. 609 01:34:16,792 --> 01:34:30,837 [SPEAKER_00]: This is not abstract formal logic you are going to do your derivations, proofs arguments then go away live rest of life The entire process what goes on in doing Formal Logic 610 01:34:32,655 --> 01:34:38,677 [SPEAKER_00]: exactly the process that goes on in our daily lives when we are making decisions about who to listen 611 01:34:56,178 --> 01:34:57,478 [SPEAKER_01]: Yeah, thank you for an awesome talk. 612 01:34:57,579 --> 01:35:22,627 [SPEAKER_01]: It made me really interested in formal logic actually but I was wondering about like some fields where there might be some initial which may be very relevant to people Like political and moral philosophy But the anti-intellectual challenge then is maybe that People are inclined think oh yes of course Moral facts do not exist Of course we have free will And so on it Might difficult To draw people In when they Have 613 01:35:23,607 --> 01:35:30,073 [SPEAKER_01]: When they think that the subject is very straightforward, I don't think people have this kind of use on formal logic. 614 01:35:30,133 --> 01:35:32,175 [SPEAKER_01]: Of course there's not a valid deduction! 615 01:35:32,255 --> 01:35:36,700 [SPEAKER_01]: How do you think THAT challenge can be handled? 616 01:35:37,040 --> 01:35:42,065 [SPEAKER_00]: Yeah and it IS true if people come to Formal Logic with any preconceptions 617 01:35:42,502 --> 01:35:50,010 [SPEAKER_00]: it's along the lines of this is dull and boring, rather than these arguments are valid or invalid. 618 01:35:50,430 --> 01:36:00,100 [SPEAKER_00]: So when you've got a subject matter where people do come with presuppositions... To some extent 619 01:36:01,978 --> 01:36:12,425 [SPEAKER_00]: To some extent, the people who already have presuppositions are not necessarily that you need to reach because they're already kind of thinking about and articulating in asking these questions. 620 01:36:12,566 --> 01:36:27,396 [SPEAKER_00]: And then come into a position so maybe the people that actually want to talk too are ones like never really thought it before or may be having been kinda thinkin' but don't know an answer cause their vocabulary is free will versus determinism 621 01:36:30,538 --> 01:36:41,541 [SPEAKER_00]: or rules-based ethical theories versus virtue, utilitarianism versus whatever. 622 01:36:41,781 --> 01:36:52,723 [SPEAKER_00]: There are going to be lots of people out there like that and maybe on the archaeology geology side you're starting with what's a rock? 623 01:36:59,982 --> 01:37:05,204 [SPEAKER_00]: Because when you think about it, that's a bad example because I took geology 105. 624 01:37:05,344 --> 01:37:10,546 [SPEAKER_00]: A rock is naturally occurring inorganic substance with fixed chemical content and definite crystalline structure. 625 01:37:12,267 --> 01:37:13,767 [SPEAKER_00]: Our TA made us memorize this! 626 01:37:14,268 --> 01:37:22,331 [SPEAKER_00]: It worked but before even taking the class it never occurred to me that rocks would be something we could define. 627 01:37:23,811 --> 01:37:24,712 [SPEAKER_00]: And now as philosopher 628 01:37:25,388 --> 01:37:26,889 [SPEAKER_00]: And I should be thinking about these things. 629 01:37:27,749 --> 01:37:37,932 [SPEAKER_00]: Honestly, we need to get one philosopher and one archaeologist... ...and the archeologists can talk about things while philosophers are like wow! 630 01:37:38,412 --> 01:37:39,373 [SPEAKER_00]: How do you define that? 631 01:37:39,813 --> 01:37:42,094 [SPEAKER_00]: What kind of concept is behind it? 632 01:37:42,754 --> 01:37:46,535 [SPEAKER_00]: There could really cool conversations that you guys have. 633 01:38:06,759 --> 01:38:16,282 [SPEAKER_02]: Well, all right if there aren't more comments or questions We'll wrap it up there and thanks Sarah very much. 634 01:38:16,722 --> 01:38:17,122 [SPEAKER_00]: Thank you