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You can borrow the text from whoever.

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All right, good.

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Welcome everyone.

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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

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And then thereafter, there's going to be a five-minute break.

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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

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So with that, all right.

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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

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Thank you very much for the invitation, particularly to Ria who invited me.

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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

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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.

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So its quite a pleasure being able come here through this connection or invitation

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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.

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So we're not going do anything very in depth on the philosophy or something like that

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But the remit for this lecture was, as we did our inspirational lectures.

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So I wanted to talk to you guys about something that is hopefully of interest across whatever discipline or whatever background he might be in and hopefully inspire him to think about what sort research they do in a slightly different way how can make erudite accessible?

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That's my plan.

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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.

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Suggestions and thoughts you may had or things we haven't considered so a collective workshopping in different ways for specific areas of research with specialisms

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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.

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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

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In the UK, which is where I am based but also kind of increasingly across world particularly in neoliberal capitalist societies these subjects are increasingly under fire and threats.

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They're being targeted for funding cuts because they don't lead to good job opportunities or anybody can

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write a novel.

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Nowadays, we can just get artificial intelligence to do our literature and arts and playwriting for us so why not have university opportunities but what is research in philosophy?

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Things like this."

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So, that's point one.

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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?

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We wouldn't be here if didn't have invested such a large amount our life If you think sort thing were interested

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is intrinsically valuable, not just instrumentally-valuable.

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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

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metaphysicians sitting in their offices trying to figure out, is this really a table?

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What does the table OK maybe less likely have practical value.

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But we don't necessarily study our subjects because are interested and capital that it can generate or applications might .

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We do these things because they're intrinsically valuable and important

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But one of the flip sides with this is that what we do as often erudite, abstruse arcane.

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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

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You know, somebody asks you—you're sitting on a plane.

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Oh what do YOU DO?

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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!

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Give me a set axioms and voila give some theorems or they think im in logistics

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And I'm involved in getting shipping from one place to another.

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Nobody really knows what a logician is outside of logicians, maybe some philosophers...I've got a bunch archaeologists in the room!

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How many know what logic does?

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That's okay, I'll say a bit more about that because the first step I need to do is can't explain it you guys what am doing?

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But this isn't something specific in my area of subject.

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Okay everybody will have sort-of jobbing idea on how archaeologists are going and dig things up right

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I bet there's a lot more to it than that and the types of analyses, questions material you're working with.

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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

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what we're doing is really arcane sometimes, and... We need to be able transgress that barrier.

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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

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push back against experts.

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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 we listen to these experts?

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Well maybe because they knew more about it than us But you see increasingly in US expertise is not valued anymore So how can take our expertize which are important and valuable

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and turn this into something that can reach the people who are making decisions to put our subjects in fields under threat.

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The problem we're facing is how do demonstrate outside of research spheres what important, valuable accessible should be funded?

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People should be able to study it.

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All of these interlocking things that feed into the ecosystem

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There's a lot that can be said about this, About different ways academics try to engage with public engagement or impact Or different routes of taking their work out into the wider world.

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I'm not going give kind-of survey on all these things Most what i am gonna talk is specific for my own experience But did just want highlight couple examples of thing have worked

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really well for weird niches that end up reaching quite wide audiences, generally through social media.

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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

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places that people go to get information, to get entertainment for other reasons and then kind of come across these things by accident.

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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

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Eight years and about six days ago, posted this photo as it says the tweet that changed us forever.

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Look at this absolute unit so The Museum of English Rural Life is this tiny little niche museum in the middle of nowhere That has a very Niche subject matter not much funding And At one point

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Just over eight years ago, they tweeted this photo of the sheep that had in their archives and it went viral.

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And now have a huge audience which managed to keep when moved from Twitter to blue sky

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Lots of photos about big sheep, but also lots really interesting conversations.

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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

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And it also helps people to kind of understand, like why do museums matter?

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Because they record this sort stuff.

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Why does history matter because this is how we understand the materials that are in these archives.

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Sociology anthropology all of these things That's what provides foundation for fun tweets about big sheep

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So another example is very niche interests.

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If you don't follow surprise deal historian on Blue Sky, he's great value for money and as the cover photo says it has any excuse to talk about eels And You would be amazed at how much there is to say about EELS

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about the history of eels, about depictions of eels.

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About eel recipes?

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About economic records relating to eels?

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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 he'd be interested in yields

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He'd become really, really interested in eels after reading his posts.

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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

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and audience participation.

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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 This from Reddit But also running on Tumblr It's just a bunch people who got together And read Dracula

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except they did it according to the diary entries that, uh...that book is comprised of.

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And I didn't participate in this first time but i saw kindofthe social infrastructure that grew up aroundit and you've got people who have never read Dracula before

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they know about the vampire.

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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

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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.

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Is he okay?

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His host in this castle is maybe not somebody that we should trust."

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Huge amounts people who probably would never have otherwise read piece 19th century English literature got super invested because it was collective activity

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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.

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But what do

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is not so engaging as Big Sheep, it's amusing as Eels or has already well known as Dracula.

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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

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for doing this kind of thing.

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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

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What about other subjects?

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So my own area of research within philosophy is logic.

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And we already had a bit of hand raised, like already other academics don't necessarily know what logic is

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But I don't just do logic.

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I do formal logics, so the stuff with symbols that looks a lot like math.

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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

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So by the time that I have narrowed my sphere down to it's like, but there was this really interesting 14th century text.

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That talking about one particular logical operator

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I have already lost not only the non-philosophers, but all of my philosophy colleagues who aren't also logicians.

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Logician weirdly enough find medieval stuff super cool and are always like Sarah's coming to talk this is great!

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Trying convince philosophers that it was valuable?

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Bit

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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.

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Then over next couple centuries more university across Europe logic was one subject every single undergraduate student had study

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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.

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So I always find medievalists A little bit perplexing because it's Like how can you understand the Context?

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Of The subject that You were studying if you don't know Anything about education people are generating This material we're given

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So I'm already in a context where trying to explain my passion and love, people within my academic sphere is bit of stretch.

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I spent lot time during PhD addressing the question but who cares?

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And at one point realized that perfectly acceptable answer

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I find this interesting.

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I am learning things."

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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?

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Its okay if we do Things because We Find Them like individually find This intrinsically Valuable And Interesting Because think That Is A

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feature of a functioning, well-running society that people have the opportunity to indulge themselves in things they find interesting and valuable.

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For some this might be sports or music for other it's reading medieval Latin manuscripts on logic so

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You know, part of that was I don't have to justify myself too.

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But on the other hand i should still be able to justify why other people might be interested in this So This is kind Of The context of where a lot of what Is What i'm going To talk about is sitting and i Have A very niche research interest Within my own department within My Own Broader Research Field And

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It's not one that has pretty pictures or is already well known, it can easily be turned into engaging tweets about interesting animals.

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How can I take formal logic, whether it is right up here at the top.

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Just logic in general as my discipline or very niche specialism that have ended and turn this into something accessible to other people?

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So yeah doesn't get much more abstract all dry boring than that At least some peoples perspective not mine

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So to go, where did my real kind of quest for making what I do more accessible to a broader audience?

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It goes back March 2020.

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My university along with almost all the other universities in UK were on strike most of march

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And on Friday was going to be our last day of strike, and we were gonna back work Monday.

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The rumors started going along the picket line that Monday... We had one more week left in term but students would go home.

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We could still come into offices which is good because it's where all materials are

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This was very short notice.

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Those of us who were, you know religiously observing our strike and we're not checking 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

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This is what I have.

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A laptop, which sat on a pile of books and balanced it with my crappy little webcam then had the whiteboard

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is glary, I spent a lot of time arranging the whiteboard just perfectly so that it wasn't reflecting and unreadable.

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And then i had my white board markers as like...I have one hour lecture for introductory class an two-hour seminar from advanced classes to generate enough recorded content we can finish this class

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Now, halfway through recording this video I bumped the whiteboard and it like fell on my head.

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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.

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This just how's going to be?

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For a lot who are teaching you probably similar stories where yep!

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We're doing

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Now, that was my last week of teaching.

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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 is much in-person

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Some of it was going to have be done online, and some the on-line teaching is gonna be done asynchronously.

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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

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Yes, I'm being forced into doing this but also i have some amount of agency.

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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 am again on strike Like oh we don' care if Sarah is not working We'll just throw out her

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lectures that she recorded during the pandemic.

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I also had at this point, enough of my non-academic friends be like you're really keen on logic but we don't know what it is?

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You should do something sometime to try and tell us about what it is so maybe this was an opportunity for me to kill two birds with one stone

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try to reduce the gatekeeping that is involved in, you know... Who gets access on formal logic?

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Well it's going be people who go university and choose a philosophy degree.

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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

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make this more accessible to everyone.

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So as I said, I had about six months to kind of think about how do you do this?

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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

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I have other things that i can do with my time.

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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

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paint along with me, teaching TV shows.

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So in half an hour he would show up with his easel and paints And walk you through how to do oil painting of some particular nature scene

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They are remarkable.

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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

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And of course, we didn't have any oil paints or any of the right equipment.

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Or any other things and so like well let's take painting

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the paints that we do have.

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So, we've got acrylic paint and let us use entirely wrong tools or media but follow along to one of these and see what can come up with it so hers on left mine is right for somebody who has zero artistic ability doesn't know how

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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.

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The fact after watching couple these we could sit down and do this

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And this is a media, you know pre-recorded TV shows that are being distributed to an audience.

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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

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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.

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You have succeeded nothing else matters do you like it?

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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

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Has to follow certain rules, has to be done in a certain way.

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In order for you to count as having approved

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Ross also emphasizes that art comes from exploration and not just slavish copying, so in addition to talking his way through how he is putting together constructing a scene.

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He was regularly encouraging people maybe you want try this or do this?

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Maybe it's what we should look at while there are

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a very large exploratory element in formal logic, there are some contexts where the way to learn how do something is stick as close of an example that you have been given.

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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.

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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.

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You don' t always get to decide right or wrong sometimes

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your definitions at the start and then see what follows.

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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

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So with arts, a lot of it came from like by the time that you've watched three or four seasons.

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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

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the more you'll be able to see, ah yes.

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This is a completely new problem I've never seen anything like it before but if combine these techniques in this way I will be able solve it

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When with arts, you might start a plan.

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Have things not go to plan and then figure out how recover as the mantra that he is probably most familiar or well-known for it's there are no mistakes but only happy accidents so do something feels like mistake?

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It isn't an opportunity change in integrate into new way

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And this is also something that happens quite often in doing formal logic.

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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 he has produced thousands of these paintings but every single one

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it's like a new treasure that he is experiencing.

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He cares about what his doing and also the audience, you know?

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How are they doing brings them along on all of this And...

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This something I have found in my experience teaching logic Is one thing which makes difference

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between a good logic teacher and poor one is, does the person care about their subject?

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Does they person care about there students.

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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 not like it Also There something valuable in both cases from just learning somebody who convinced that way To make progress Just give it go

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Give it a go.

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Give it try, see how far you can get.

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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

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And that's the kind of thing I want to get my students feel when they're doing logic.

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You sit down, you give it a go and solve a puzzle!

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Look at this!

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I did something cool!"

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So there was a lot about how do online teaching from Bob Ross which shaped what we thought

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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

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They are probably just sitting locked up in their bedrooms watching videos for all of the classes end and.

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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?

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So you Don't need to be slick and fancy.

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There's a lot of value in breaking the fourth wall.

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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!

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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

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ensuring that they get what the need in order to succeed.

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Students will feel this, whatever way you are producing it them.

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Slip-ups a part of game and also help your audience care about because want go both directions so there lot how videos on YouTube which very slick polished everything goes perfectly

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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.

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Is will be working through some exercise on board and get stuck or make a mistake?

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Or just stop thinking what am doing lose my path though then have to like okay

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Let's take a step back.

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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

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On Bob Ross, mistakes don't exist.

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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.

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Repetition works you see same techniques again many different examples

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That is what students need to learn.

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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...

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In my advanced logic seminar which I was teaching hybrid but it synchronicity so had all the student there.

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I decided that i wasn not going teach some content than normally do because knew couldn't doing series black boxes

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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.

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Because they were never gonna say If They Were Lost but I could tell and so its like...I can't do this through a black box

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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.

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Anybody who's learned their multiplication table knows of value repetition

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Now, I also learned that 30 minutes is a good length but only if you're actively painting along.

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If your just kind of listening in the background thirty minute's too long and going to get distracted now be average class lecture like 50 minutes who wants sit listen do it fifty-minute logic

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And think about if this group is representative of even the wider university, that's a very small percentage.

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So 30 minutes worked when there was kind active engagement and reinforcement along way something shorter than what I had to go for

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So the guiding principles that I had building on these lessons, going into creation of my video series was no one wants to listen a 50-minute lecture on logic.

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But it's also good because you don't want be responsible for generating

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because I will make too many mistakes.

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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.

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If somebody who knows how do video editing can just edit out a mistake or splice things together this isn t me!

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This is not my time nor desire

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So for me, I settled on it's like OK.

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The sort of ideal chunk is either the three to five minute length or 5-7 minutes long.

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Occasionally there are some things which really complicated and kind culmination a bunch earlier thing we've done might go up 15 minutes but that was my absolute cap

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And from that very first video where the whiteboard fell on my head as I was recording, it's like...

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this is not going to be slick and polished, it's just awkward.

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So I'm gonna lean into that if i make part of what am doing then covers a whole bunch mistakes or slip-ups so when people don't deliver polish they're disappointed

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this idea.

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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?

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And i've got a textbook which is called The Same Thing

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freely available on my website, so anybody who wants to go and look at it can.

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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!

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It would be usef-I don't need to have this content For advanced classes but might be useful

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And so videos 151 to 256, I'm about 85% of the way to kind that bit content.

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I've now reached a point where maybe doing video like once every three or four months just because i got some many other things going on but am still trying go back and do it this is meant what have had for

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an entire year-long lecture course on Introduction to Formal Logic in a Philosophical Context.

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So I've had break everything down into... A bit that can be explained, three or five minutes.

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That's not easy!

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But it was also nearly as hard as what i thought would be and so the first challenge is how do you take

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a paper that you've written or a book, and break it down into these three-minute chunks.

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And put them all together in way so then you can explain to somebody who has no background whatsoever on this subject.

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So one video about eight videos is like here are the set theoretic notation

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that you need in order to be able understand the symbols I'm using.

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Another video is, here's The Greek Alphabet where i am going through and show how write or say all of these letters because they are also symbol we're gonna use now some people if already know the greek alphabet can skip this but thats another benefit

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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 already known.

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So my process as I said very low tech...I record myself ,i have a zoom meeting with myself

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When Zoom first was being used, the whiteboard that they had was wonderful.

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And then they upgraded to a new white board and so now every time I go in it's like use the classic one because that would work better but that allows me too kind of write out what i'm doing basically mimic what happens in class because don't you slides when I teach?

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Write things on-the-bord Because that slows down enough So that I am not giving too much information too quickly

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And it also allows for people to both hear what I am saying, see what i'm writing and have the two different media kind of reinforce learning.

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When doing these videos if screw up within like first 30-45 seconds or so then all just stop recording start over again after that usually by them in my flow If make a mistake

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I just fix it in the context of the video.

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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.

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I use variants of sign-on and sign off so...it is a little bit structured So say same thing

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at the beginning, roughly same thing at end to set everybody up for this kind of shared experience.

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And as you know it is DrLogic who's awkwardly doing The Logic its not Professor Uckelman

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I put on a bit of persona, in fact the extent is lipstick.

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One thing that someone mentioned at very start recording videos

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having the high contrast would help anybody who was doing any lip reading.

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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

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for me to make this work is that I just have no shame.

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The...I did not realize until after seeing these videos, how often shake my bony fingers at students!

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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

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I said, I was doing it awkwardly.

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It's all part of the persona."

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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 also reach out these other people who might

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not really care about logic, but they might be like oh well that looks interesting.

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That's a real person doing the thing it is 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

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I put all of these videos freely up on YouTube and my students watched them during that pandemic year.

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And, you know in terms like has it worked?

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Have i succeeded taking really abstract formal logic and turn into something that is accessible to people outside the academic sphere?

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Outside from what they are teaching?

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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.

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That at this point...

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The sort of logic that i am producing videos on really abstract

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I've had around 40,000 views and of course not everybody is watching the entire video but that's still quite a lot.

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The thing that I have found the most amazing is there has been genuine interaction in videos.

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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

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And people actually do.

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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

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quite complex philosophical questions or wondering about could this have been done in another way.

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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?

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And that-I never expected that would be kind of genuine actual academic

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back and forth exchange where people ask questions because they know that will get answers.

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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?

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My roommate is one of your students and she makes me watch all of her videos.

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But I have gone to conferences in like Brazil, Argentina or Latvia And people come up to me saying they've watched my video They're super useful and helpful Now those are other philosophers but it means that It has spread beyond just my own student sphere

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The other thing that I have had to kind of adapt with in teaching nowadays is at this point,

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The videos covering my, you know Fundamentals of Logix class have been out in the world for like five years.

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This means that vast majority students taking that class come having already watched all them or most of them and so they come in knowing who DrLogic is They know what classroom it's going to be like

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have a familiarity with me, which is great because I don't have to build that rapport or it's easier.

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It's also weird because they're like hi DrLogic and Hugo?

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Ben?

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I don't know, because you keep moving what seats your sitting in and i'm really bad with faces.

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But that has been a unexpected side effect of people come into my class already knowing not just some the content but they know how interact ,what expect from them They can ask these questions That im open to this sort things And thats found is very valuable

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The broader question of like, how many people outside the academic setting am I reaching with these videos?

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I have no idea.

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It would be very hard you'd to have somebody who knows how study Google Analytics and everything

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But I've certainly gotten my subject area beyond by classroom and beyond particular discipline.

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At least at this point,I'm happy with that!

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I can continue to try build further see how else what else could i do?

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As soon as wrapped up last bit of content already got plans for the next thing it's not gonna be a protracted kind class its just going

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interesting things that Sarah has been thinking about while reading Logic papers, combined with...

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So my kid is now a teenager.

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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 series videos on teaching logic through KPOP See if those can actually get me the broader accessibility

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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.

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So doing this kind taught me to think my research and specialism in a different ways, what is the 3-5 minute chunk so somebody doesn't know anything but gets them sense for it?

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in all of this, what's the key to my success?

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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.

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And I do.

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It is the single coolest thing that you can do, watch my videos to find out why but...I try and make sure that love & passion comes through in every single video that i record sometimes we are doing the dullest of definitions

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Look, I know this is dull and very abstract.

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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!

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You gotta have a definition first."

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So something happens sometimes people watch my video not cause they care about logic But they find fascinating watching somebody who cares so much

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And I feel like this is very much in kind of the surprise deal historian mode.

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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!

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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.

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That sometimes IS enough

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to get them, oh maybe I'll watch.

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Maybe I will learn a little bit more."

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So...I did promise say something about like

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What can you do?

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Speaking to the mixed audience of philosophers, archaeologists.

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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 an entire class but a paper or interesting find

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Like the bar for picking content is, do you find it interesting?

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If you do probably somebody else does too.

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And if not...

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The process of actually articulating to yourself what are three-to five minute interesting bits that can kind chunk paper into That's valuable for yourself even no one else watches outcome

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But what can you do?

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Find the right media.

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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.

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It is this 400 page long book and so I started reading it!

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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

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And I just kind of went through it and shared my thoughts, share the quotes.

365
01:01:25,410 --> 01:01:39,017
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 a running Giraffe count throughout The Thread and...

366
01:01:39,037 --> 01:01:48,442
...I was surprised at how many people philosophers and non-philosophers engaged with that That was a you know Really

367
01:01:50,308 --> 01:01:57,412
widely read, shared and responded to thread where I'm reviewing a book on medieval philosophy.

368
01:01:59,533 --> 01:02:09,198
But then there's video formats like YouTube or TikTok...I keep thinking I should do it but also think that I am just too old for TikTok?

369
01:02:09,758 --> 01:02:12,059
I don't quite get how it works!

370
01:02:12,140 --> 01:02:16,462
I can handle Tumblr, Reddit Instagram so

371
01:02:18,682 --> 01:02:23,044
One of these things will be the right thing, and it'll depend on what your subject is.

372
01:02:23,284 --> 01:02:24,665
How many photos you're able to do?

373
01:02:24,905 --> 01:02:43,893
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

374
01:02:48,012 --> 01:02:54,477
Build yourself a persona because it allows you to do things that you might not otherwise.

375
01:02:54,917 --> 01:03:14,371
Do and It doesn't have To be 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 Because like Doesn't everybody get a super power along with their degree Like Yeah i can

376
01:03:15,102 --> 01:03:16,983
I can prove theorems from nothing.

377
01:03:17,063 --> 01:03:17,964
That's my superpower."

378
01:03:17,984 --> 01:03:20,605
And so she was like, your superhero name is DrLogic!

379
01:03:21,385 --> 01:03:24,007
So that's literally where they came from.

380
01:03:25,188 --> 01:03:35,993
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.

381
01:03:36,554 --> 01:03:42,977
Makes you BE real and that makes it easier for you reach out to other people For them to feel

382
01:03:44,535 --> 01:03:46,336
You think they are real.

383
01:03:47,037 --> 01:04:05,548
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

384
01:04:09,768 --> 01:04:12,371
You do it a bit, and then becomes very easy.

385
01:04:12,431 --> 01:04:16,996
And you just start chatting to your computer as you're recording yourself and forget how weird that really is.

386
01:04:19,419 --> 01:04:27,067
Pick something that you care about because I think the red thread goes through any sort of successful

387
01:04:31,371 --> 01:04:39,313
dissemination of relatively erudite, weird niche research to a wider audience.

388
01:04:39,933 --> 01:04:59,617
It's gonna be because the person doing it genuinely thinks this stuff is interesting and Aristotle says that all humans by their nature desire to know not anything in particular we just like knowing stuff

389
01:05:00,998 --> 01:05:10,163
And if you can present your stuff as like this is interesting, then maybe they'll be like oh that's the I want to know.

390
01:05:12,084 --> 01:05:13,744
So...I hope

391
01:05:16,924 --> 01:05:26,330
Given an example that shows it is possible to make the erudite accessible, whether teaching people how do oil painting.

392
01:05:27,371 --> 01:05:31,313
This a castle up in St Andrews actually acrylic not oils

393
01:05:32,431 --> 01:05:41,693
That is, I did this on the basis of what Bob Ross taught me over TV episodes recorded decades ago.

394
01:05:41,713 --> 01:05:53,535
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

395
01:05:56,705 --> 01:06:06,390
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.

396
01:06:06,470 --> 01:06:21,898
Where people managed take something niche and specialized And get it out there more widely Thoughts about what might have as a researcher As student or academic Of your own What media

397
01:06:23,711 --> 01:06:27,953
If you were to be challenged, what would it look like?

398
01:06:28,293 --> 01:06:34,756
What are the potential barriers that might face because among other things.

399
01:06:34,997 --> 01:06:35,897
It's been a lot of fun!

400
01:06:36,317 --> 01:06:44,101
I get around and call myself YouTube celebrity but when we flew into Stockholm yesterday he said why Sweden

401
01:06:48,695 --> 01:06:49,996
Oh, what's it on?

402
01:06:50,677 --> 01:06:52,218
Making the Erudite Accessible.

403
01:06:52,278 --> 01:07:04,468
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!

404
01:07:05,169 --> 01:07:10,413
So yeah thank you very much and look forward our discussion .

405
01:07:17,778 --> 01:07:24,203
All right, we take a five-minute break and will resume at 23 past.

406
01:07:24,803 --> 01:07:34,550
And in the meantime those in the room feel free to raise hands and I'll make notes of who has raised their hand

407
01:07:37,532 --> 01:07:40,233
And now I logged on online, but I'm lagged.

408
01:07:40,473 --> 01:07:53,917
Those of you who are online can write a comment or question in the chat and we will read it when the turn comes to you.

409
01:07:54,957 --> 01:07:55,197
All right?

410
01:12:47,257 --> 01:12:48,399
All right, let's start.

411
01:12:48,419 --> 01:12:49,922
I shall walk with this one.

412
01:12:50,523 --> 01:12:51,024
Sofia first go ahead

413
01:13:02,133 --> 01:13:04,014
Yeah, so I want to ask you about this.

414
01:13:06,134 --> 01:13:10,715
You talked about doing the logic of K-pop or something and...

415
01:13:10,755 --> 01:13:22,619
This is a popular thing there's these entire series of Blackwell books like The Philosophy Of This And That And The Other Thing connects philosophy with pop culture but i was thinking

416
01:13:23,699 --> 01:13:30,805
Is there a risk of making the connections too tenuous and strange just because you want to connect it something popular?

417
01:13:31,526 --> 01:13:38,492
Because I was thinking, so I have published a piece for instance on our website for sci-fi or fantasy writers.

418
01:13:39,173 --> 01:13:47,300
On basically deontology superheroes And i think that's an normal connection because these are stories where characters

419
01:13:47,660 --> 01:13:56,267
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.

420
01:13:57,888 --> 01:14:02,172
Some of these discussions are better than others but you can learn something from them too

421
01:14:03,252 --> 01:14:19,784
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.

422
01:14:20,405 --> 01:14:23,147
And I'm like...I don't even know taylor swift

423
01:14:23,647 --> 01:14:25,548
And they were like, look at the lyrics.

424
01:14:25,588 --> 01:14:28,568
I looked up the lyrics and it's a lot of repetition.

425
01:14:28,968 --> 01:14:30,869
Like oh you say I'm mad?

426
01:14:30,969 --> 01:14:31,409
I am mad!

427
01:14:31,429 --> 01:14:40,471
Since there is this word Mad in it... Of course i could make some sort connection to my work but that would just be silly.

428
01:14:42,492 --> 01:14:44,052
Do have any thoughts on that?

429
01:14:47,510 --> 01:14:51,171
Learning logic through K-pop kind of idea that I have in mind.

430
01:14:51,832 --> 01:14:55,413
That is actually intended to be silly because...

431
01:14:55,733 --> 01:15:07,116
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

432
01:15:08,753 --> 01:15:10,854
but that's not what a paradox is.

433
01:15:11,414 --> 01:15:12,294
And so it was like, you know?

434
01:15:12,314 --> 01:15:14,595
That would be one and another...

435
01:15:15,155 --> 01:15:18,156
There was actually very interesting- It wasn't from the song.

436
01:15:18,196 --> 01:15:37,302
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 of characters in his name Is actually same as I think either AND or OR

437
01:15:38,145 --> 01:15:42,087
And it ended up in this very interesting use versus mention confusion.

438
01:15:43,507 --> 01:15:53,491
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!

439
01:15:53,531 --> 01:15:55,312
It might end being something where the whole point is

440
01:16:08,157 --> 01:16:15,461
But that is a very different... That's kind of going into it, not trying to make it serious.

441
01:16:15,621 --> 01:16:29,229
And I think the case you are like- The science fiction and superheroes one totally makes sense Lots of interesting philosophical things to say about it Also would probably have same feelings on Taylor Swift thing It was only connection

442
01:16:31,728 --> 01:16:34,190
the word and there isn't anything deeper.

443
01:16:34,891 --> 01:16:46,280
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...

444
01:16:47,201 --> 01:16:48,822
But yeah I think that's eh..

445
01:16:50,103 --> 01:16:59,171
There is something-there is space for the whole Here Are These Pop Culture Hooks Take Something and be like

446
01:17:00,333 --> 01:17:02,475
hey, did you know philosophical connection?

447
01:17:02,495 --> 01:17:03,676
I'm going to tell about it.

448
01:17:04,196 --> 01:17:04,937
Oh mom!

449
01:17:05,297 --> 01:17:05,557
Yeah.

450
01:17:10,000 --> 01:17:12,542
Andy, go ahead.

451
01:17:12,822 --> 01:17:13,723
Thanks.

452
01:17:14,604 --> 01:17:28,033
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

453
01:17:29,014 --> 01:17:32,777
So I think making philosophy accessible is great.

454
01:17:33,117 --> 01:17:50,030
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

455
01:17:51,070 --> 01:18:07,702
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?

456
01:18:08,082 --> 01:18:10,924
And student numbers are not even just student number.

457
01:18:10,944 --> 01:18:13,326
So I mean Student Numbers might be such an issue

458
01:18:14,867 --> 01:18:17,768
because people do find philosophy interesting.

459
01:18:17,788 --> 01:18:20,469
They want to take philosophy courses, but policymakers?

460
01:18:20,509 --> 01:18:30,333
Why should they... ...want give those who study philosophy the opportunity so how can we leverage making philosophy accessible into money?"

461
01:18:32,494 --> 01:18:42,899
I don't have good answers for that otherwise the UK higher education funding system would look much different from what it currently does

462
01:18:45,452 --> 01:18:58,619
A lot of people take my class because I am a known figure in my university, partly through people who've taken my classes before and shared the videos.

463
01:18:58,639 --> 01:18:59,699
So it's partly from that...

464
01:19:00,240 --> 01:19:13,286
Partly because I also answer questions in The University Student Facebook group And so they see me as this kind like font-of all knowledge Because i can find things on SharePoint But

465
01:19:14,544 --> 01:19:25,048
I literally have people who take my class because of my status in the institution, Who might otherwise never considered doing formal logic.

466
01:19:25,789 --> 01:19:38,974
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

467
01:19:40,101 --> 01:19:47,263
And these are the people, because I teach at a quite prestigious UK institution.

468
01:19:47,403 --> 01:19:51,323
I teach a lot of philosophy politics and economics students.

469
01:19:52,264 --> 01:20:08,527
These are the people who going to go on get degrees in or... To gets jobs In politics ,in consultancies Who were going be ones can do that kind leveraging So it's That is very long

470
01:20:09,688 --> 01:20:12,710
you know, running way to it.

471
01:20:12,910 --> 01:20:23,295
But I think that the more diversity of students into our classrooms...

472
01:20:23,776 --> 01:20:35,982
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 taken a logic class wouldn't it great if other people did?

473
01:20:38,508 --> 01:20:41,449
I mean, that's kind of what we hope will always happen with all education.

474
01:20:41,489 --> 01:20:45,931
That people come in and something will change... ...and they'll be like,"I want other to have these opportunities."

475
01:20:46,531 --> 01:20:56,015
We know it doesn't really happens like this but… …something can happen through those kinds channels.

476
01:20:57,155 --> 01:20:57,315
Yeah!

477
01:20:57,595 --> 01:20:59,576
I wish i had a better answer.

478
01:21:00,396 --> 01:21:02,077
That was better than nothing though.

479
01:21:08,719 --> 01:21:10,761
More comments or questions?

480
01:21:11,381 --> 01:21:19,888
There are some comments online, but it's not clear to me that they're... there may be no question for Sara.

481
01:21:19,928 --> 01:21:25,812
Maybe you can make them explicit if you want something addressed in the auditorium.

482
01:21:30,316 --> 01:21:33,338
Other comments and questions from the room or online?

483
01:21:33,985 --> 01:21:37,727
I would be very interested to hear from kind of the archaeology.

484
01:21:37,967 --> 01:21:39,968
You guys did sort yourselves out, though?

485
01:21:39,988 --> 01:21:49,133
There's some philosophers over here and some archeologists over there so i'd love to know what you think that you could do three or five minutes on why this is cool in some format

486
01:22:03,521 --> 01:22:07,083
What do you tell your grandma when she asks what you're studying?

487
01:22:11,545 --> 01:22:13,586
Or, Do You All Do Boring Things?"

488
01:22:16,788 --> 01:22:16,988
Yeah.

489
01:22:18,769 --> 01:22:22,050
Oh wait we need to get the... sorry about that yes!

490
01:22:22,370 --> 01:22:23,511
The pressure of speaking into

491
01:22:28,863 --> 01:22:29,944
Yeah, I was thinking about it.

492
01:22:29,964 --> 01:22:34,066
I did a class on lithics last year with...

493
01:22:34,086 --> 01:22:35,447
So that's stones right?

494
01:22:35,607 --> 01:22:57,600
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 Nationology couldn't learn anywhere else so but it's extremely useful for

495
01:22:58,217 --> 01:23:03,602
anyone working in Australia and any indigenous people who may not have this knowledge anymore.

496
01:23:03,662 --> 01:23:09,768
So I would like to do a little YouTube video say, This is what they're talking about.

497
01:23:09,808 --> 01:23:18,617
This how you can look at these stone tools and identify... Yeah so doing sort of translating what other people are doing.

498
01:23:19,518 --> 01:23:21,359
Science communication right?

499
01:23:22,830 --> 01:23:24,611
That would be super interesting.

500
01:23:24,631 --> 01:23:25,872
I like stones."

501
01:23:26,533 --> 01:23:40,304
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?

502
01:23:40,784 --> 01:23:43,786
We've got any excuse talk eels

503
01:23:45,506 --> 01:23:46,667
I like stones.

504
01:23:46,687 --> 01:23:51,170
You know, if i came across a YouTube channel that said something like that...

505
01:23:51,571 --> 01:23:52,692
...I'd be like oh yeah!

506
01:23:53,032 --> 01:23:53,873
I like them too!

507
01:23:54,373 --> 01:23:55,674
Does he also talk about rocks?

508
01:23:56,354 --> 01:23:57,195
What's the difference?!

509
01:23:59,036 --> 01:23:59,777
That would cool!

510
01:24:00,017 --> 01:24:05,141
That is sort of thing other people might say Oh yea do you know this guy?

511
01:24:05,161 --> 01:24:08,444
He likes rock or stone whatever it is Is there any different?

512
01:24:08,564 --> 01:24:09,825
Idk go watch his chanel

513
01:24:17,955 --> 01:24:18,196
Oh, we...

514
01:24:25,128 --> 01:24:25,749
Thanks.

515
01:24:25,789 --> 01:24:32,594
So yeah, that was very interesting and I was just wondering... so you mentioned one other example?

516
01:24:32,914 --> 01:24:49,906
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

517
01:24:50,450 --> 01:24:54,972
So, I don't consume information in this media myself.

518
01:24:55,292 --> 01:25:07,956
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

519
01:25:10,295 --> 01:25:13,842
Yeah, I'm sure that there are other ones out.

520
01:25:13,902 --> 01:25:20,656
There's probably a lot but one of the things about these sorts media is

521
01:25:22,345 --> 01:25:25,669
There's never any harm in having somebody else out there.

522
01:25:25,809 --> 01:25:26,570
Even if you're talking...

523
01:25:26,590 --> 01:25:37,722
I mean, 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

524
01:25:44,326 --> 01:25:47,348
is understandable or accessible to somebody.

525
01:25:47,848 --> 01:25:58,793
So it's great that there are some really good ones out, but we should also be like that impetus do more rather than ah yes go watch this one instead.

526
01:25:58,813 --> 01:26:02,715
All right James?

527
01:26:04,576 --> 01:26:13,201
Thank you just a sort of comment on your thing about keeping these things low tech I mean obviously now have two cameras and microphone

528
01:26:15,106 --> 01:26:23,811
I mean, there have been plenty of studies done on video production that kind show the video quality really doesn't matter so much.

529
01:26:23,851 --> 01:26:33,256
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.

530
01:26:34,417 --> 01:26:42,581
A comment maybe clarifying... On that i will say did get those comments in first two or three videos

531
01:26:42,943 --> 01:26:46,152
So I went to my institution and it was like, if you want me do online teaching.

532
01:26:46,232 --> 01:26:48,639
You've got get a podcast quality microphone

533
01:26:48,998 --> 01:26:49,979
They said, yes they did.

534
01:26:50,079 --> 01:26:53,000
I've used that and no one has ever commented on the sound quality again."

535
01:26:53,040 --> 01:26:55,001
So it's a very good point!

536
01:26:55,102 --> 01:26:56,462
Yeah so that was going to be the question then?

537
01:26:56,843 --> 01:27:00,345
Have you found out how do solve that but yeah there is your answer.

538
01:27:00,505 --> 01:27:04,867
At that time my institution was shelling-out money to provide support for online teaching...

539
01:27:05,347 --> 01:27:14,633
...I suspect some institutions may still have budgets or your university might even have media team

540
01:27:15,273 --> 01:27:18,614
who might have facilities that you may be able to book or borrow.

541
01:27:18,634 --> 01:27:27,497
Hopefully I'm not promising things, but... Outlab has a sound studio we can use!

542
01:27:28,818 --> 01:27:29,438
So there ya go.

543
01:27:29,478 --> 01:27:29,718
Awesome.

544
01:27:30,718 --> 01:27:35,660
Alright Sophia?

545
01:27:37,437 --> 01:27:37,958
Yeah, thanks.

546
01:27:38,978 --> 01:27:44,821
I was thinking do you think there is such a thing as being too dependent on personal enthusiasm?

547
01:27:45,181 --> 01:27:59,027
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

548
01:28:00,628 --> 01:28:06,893
niche, weird philosophy theory about a certain philosophy topic that when I hear them talk.

549
01:28:07,053 --> 01:28:19,201
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!

550
01:28:19,522 --> 01:28:25,766
This actually hella boring and irrelevant to everything else that goes in these topics

551
01:28:27,587 --> 01:28:34,069
And also, they're not doing all that well career-wise maybe because several people have the same reaction than I do.

552
01:28:35,389 --> 01:28:40,611
That got me thinking how far can sheer enthusiasm take you?

553
01:28:40,631 --> 01:28:45,852
Maybe there is this kind of limit if your topic is too intrinsically boring .

554
01:28:46,972 --> 01:28:47,333
Yeah!

555
01:28:47,653 --> 01:28:49,993
Oh...that's a very fair comment.

556
01:28:50,013 --> 01:28:55,535
There are people who might find watching my videos an interesting way to pass time

557
01:28:56,295 --> 01:29:02,317
but they go off and then try to actually read a Logic paper, or even my logic textbook.

558
01:29:02,357 --> 01:29:05,059
And are like oh my god this is dull!

559
01:29:08,900 --> 01:29:20,685
Yeah I mean of course not...Logic is fascinating But i could totally imagine that Logic would be the sort-of thing where people will go up there and say I can't make heads or tails..I cant get through this

560
01:29:23,009 --> 01:29:29,151
I mean, there are going to be subjects that will be inaccessible.

561
01:29:31,232 --> 01:29:42,976
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

562
01:29:49,068 --> 01:29:54,969
that you could have to get me who wants read more about whatever subject your doing.

563
01:29:55,389 --> 01:30:16,193
Not anybody here in this room, I can tell ya that but yeah there are definitely limits it's a good way kind of like getting people in But might not necessarily them the next step There does need be some sort of transition and again thats kinda hard part at least if we open gate

564
01:30:18,333 --> 01:30:21,074
Then the next step is to think about, how do we actually get people through it?

565
01:30:30,619 --> 01:30:30,939
James.

566
01:30:32,840 --> 01:30:40,723
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

567
01:30:42,332 --> 01:30:46,796
Do you think there should be like a concerted effort to sort of address that directly in any these things?

568
01:30:46,896 --> 01:30:50,819
Or do you more it's, if we're present and show that this thing are interesting.

569
01:30:50,839 --> 01:30:53,501
And actually know what were talking about in the various areas.

570
01:30:53,541 --> 01:30:57,044
That all sorts push back against them.

571
01:30:57,424 --> 01:31:10,895
I thinking kind off stuff for public audience more broadly no because that could potentially really put people on

572
01:31:11,833 --> 01:31:33,385
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.

573
01:31:34,065 --> 01:31:36,927
You've got all of these definitions everything follows from them

574
01:31:37,303 --> 01:31:39,424
it's very objective, black and white.

575
01:31:39,484 --> 01:31:41,045
You either have a proof or you don't.

576
01:31:41,065 --> 01:31:56,272
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?

577
01:31:56,392 --> 01:31:58,092
What salient features trying identify

578
01:31:59,573 --> 01:32:06,755
What are the bits of an argument that you're trying to emphasize or ignore?

579
01:32:06,835 --> 01:32:08,556
All these decisions, there isn't necessarily a clear right and wrong.

580
01:32:08,616 --> 01:32:11,676
I tell my students if they decide in this way will have consequences

581
01:32:28,692 --> 01:32:39,506
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.

582
01:32:40,682 --> 01:32:47,684
what are the salient features that we're highlighting, and who gets included as a result of this?

583
01:32:47,804 --> 01:32:48,904
And who get excluded.

584
01:32:48,924 --> 01:32:54,245
One thing at end up talking about kind-of in term is relationship between logic or being logical rational reasonable

585
01:33:04,748 --> 01:33:11,699
and gendered stereotypes, the ways in which for instance The Manosphere misogyny will use

586
01:33:16,023 --> 01:33:26,586
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.

587
01:33:28,007 --> 01:33:35,209
We talk about this very explicitly in my class because what I tell them is that when they see people using reason rationality logical

588
01:33:42,431 --> 01:33:58,446
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.

589
01:33:58,506 --> 01:34:01,849
It's important we have these explicit conversation with students

590
01:34:06,951 --> 01:34:16,038
that the decisions they make have these impacts and this isn't just a game.

591
01:34:16,798 --> 01:34:26,065
This is not abstract formal logic, you are going to do your derivations proofs arguments then go away live rest of life No!

592
01:34:26,465 --> 01:34:30,848
The entire process what goes on in doing Formal Logic

593
01:34:32,655 --> 01:34:38,677
exactly the process that goes on in our daily lives when we are making decisions about who to listen

594
01:34:56,178 --> 01:34:57,478
Yeah, thank you for an awesome talk.

595
01:34:57,579 --> 01:35:22,627
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

596
01:35:23,607 --> 01:35:30,074
When they think that the subject is very straightforward, I don't think people have this kind of use on formal logic.

597
01:35:30,135 --> 01:35:32,177
Of course it's not a valid deduction!

598
01:35:32,257 --> 01:35:37,743
How do you think THAT challenge can be handled?

599
01:35:37,803 --> 01:35:42,068
It IS true if people come to Formal Logic with any preconceptions

600
01:35:42,505 --> 01:35:47,069
it's along the lines of, this is dull and boring rather than this argument as valid.

601
01:35:47,109 --> 01:36:00,100
And one invalid or things like that so when you've got a subject matter where people do come with these presuppositions yeah to some extent

602
01:36:01,978 --> 01:36:12,425
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.

603
01:36:12,566 --> 01:36:27,396
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

604
01:36:30,538 --> 01:36:38,941
or rules-based ethical theories versus virtue, utilitarianism verses whatever.

605
01:36:41,782 --> 01:36:52,727
There are going to be lots of people out there like that and maybe on the archeology geology side you're starting with what's a rock?

606
01:36:59,985 --> 01:37:05,206
Because when you think about it, I mean that's a bad example because I took geology 105.

607
01:37:05,346 --> 01:37:10,548
A rock is naturally occurring inorganic substance with fixed chemical content and definite crystalline structure.

608
01:37:12,268 --> 01:37:13,749
Our TA made us memorize this!

609
01:37:14,269 --> 01:37:24,712
It worked but before even taking the class it never occurred to me that rocks would be something we could define And i was a philosopher

610
01:37:25,388 --> 01:37:26,890
And I should be thinking about these things.

611
01:37:27,751 --> 01:37:37,941
Honestly, we need to get one philosopher and an archaeologist... ...and the archeologists can talk about things while philosophers are like wow!

612
01:37:38,422 --> 01:37:39,383
How do you define that?

613
01:37:39,823 --> 01:37:42,106
What kind of concept is behind it?

614
01:37:42,766 --> 01:37:46,550
There could really cool conversations that you guys have.

615
01:38:06,766 --> 01:38:07,967
Well, all right.

616
01:38:08,147 --> 01:38:16,273
If there aren't more comments or questions we'll wrap it up there and thanks Sarah very much!

617
01:38:16,293 --> 01:38:18,754
Thank you lots of fun