1 00:04:12,258 --> 00:04:13,691 [SPEAKER_02]: Thank you very much. 2 00:04:53,797 --> 00:04:54,197 [SPEAKER_02]: All right, good. 3 00:05:05,610 --> 00:05:06,330 [SPEAKER_02]: Welcome everyone. 4 00:05:08,071 --> 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 5 00:05:27,402 --> 00:05:32,685 [SPEAKER_02]: And then thereafter, there's going to be a five-minute break. 6 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 7 00:05:52,615 --> 00:05:55,357 [SPEAKER_02]: So with that, all right. 8 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 9 00:06:20,837 --> 00:06:26,402 [SPEAKER_00]: Thank you very much for the invitation, particularly to Ria who invited me. 10 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 11 00:06:44,538 --> 00:06:56,444 [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. 12 00:06:56,925 --> 00:07:03,328 [SPEAKER_00]: So its quite a pleasure being able come here through this connection or invitation 13 00:07:04,993 --> 00:07:20,206 [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. 14 00:07:20,926 --> 00:07:25,630 [SPEAKER_00]: So we're not going do anything very in depth on the philosophy or something like that 15 00:07:27,572 --> 00:07:32,414 [SPEAKER_00]: But the remit for this lecture was, as we did our inspirational lectures. 16 00:07:32,474 --> 00:07:50,520 [SPEAKER_00]: 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? 17 00:07:51,501 --> 00:07:52,201 [SPEAKER_00]: That's my plan. 18 00:07:55,739 --> 00:08:06,204 [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. 19 00:08:06,284 --> 00:08:15,208 [SPEAKER_00]: 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 20 00:08:25,483 --> 00:08:34,490 [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. 21 00:08:35,231 --> 00:08:46,619 [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 22 00:08:52,252 --> 00:09:06,260 [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. 23 00:09:06,520 --> 00:09:14,205 [SPEAKER_00]: They're being targeted for funding cuts because they don't lead to good job opportunities or anybody can 24 00:09:19,728 --> 00:09:20,588 [SPEAKER_00]: write a novel. 25 00:09:21,209 --> 00:09:30,332 [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? 26 00:09:30,352 --> 00:09:31,232 [SPEAKER_00]: Things like this." 27 00:09:40,462 --> 00:09:41,844 [SPEAKER_00]: So that's point one. 28 00:09:42,144 --> 00:09:50,252 [SPEAKER_00]: Second, is like we as academics and I'm including all of the master students in PhD students in this room really care about what do? 29 00:09:50,552 --> 00:09:57,580 [SPEAKER_00]: We wouldn't be here if didn't have invested such a large amount our life or think sort thing interested 30 00:10:00,597 --> 00:10:04,799 [SPEAKER_00]: is intrinsically valuable, not just instrumentally-valuable. 31 00:10:04,859 --> 00:10:21,146 [SPEAKER_00]: Now some of the things that we do might have instrumental value particularly on like archaeology side where you can go out and provide a survey before new highway gets built to determine if there's anything in it needs preserved. 32 00:10:21,166 --> 00:10:23,467 [SPEAKER_00]: There are definitely practical benefits for 33 00:10:24,672 --> 00:10:29,315 [SPEAKER_00]: metaphysicians sitting in their offices trying to figure out, is this really a table? 34 00:10:29,435 --> 00:10:44,263 [SPEAKER_00]: What does the table okay maybe less likely have practical value but we don't necessarily study our subjects because are interested and capital that it can generate or applications. 35 00:10:45,063 --> 00:10:49,065 [SPEAKER_00]: We do these things because they're intrinsically valuable and important 36 00:10:51,955 --> 00:10:58,619 [SPEAKER_00]: But one of the flip sides with this is that what we do as often erudite, abstruse arcane. 37 00:10:59,860 --> 00:11:13,688 [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 38 00:11:17,130 --> 00:11:19,292 [SPEAKER_00]: You know, somebody asks you—you're sitting on a plane. 39 00:11:19,392 --> 00:11:20,193 [SPEAKER_00]: Oh what do YOU DO? 40 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! 41 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 42 00:11:39,431 --> 00:11:42,955 [SPEAKER_00]: and I'm involved in like getting shipping from one place to another. 43 00:11:43,355 --> 00:11:54,887 [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 how many you know? 44 00:11:54,927 --> 00:11:55,808 [SPEAKER_00]: What logic does yeah 45 00:11:59,871 --> 00:12:00,312 [SPEAKER_00]: That's OK. 46 00:12:00,352 --> 00:12:05,338 [SPEAKER_00]: I'll say a bit more about that, because the first step i need to do is can't explain it you guys what I'm doing? 47 00:12:06,159 --> 00:12:10,145 [SPEAKER_00]: But this isn't something specific in my area of subject. 48 00:12:10,966 --> 00:12:14,010 [SPEAKER_00]: Everybody will have sort-of jobbing idea for archaeologists. 49 00:12:14,050 --> 00:12:16,033 [SPEAKER_00]: You go and dig things up right 50 00:12:17,485 --> 00:12:25,093 [SPEAKER_00]: I bet there's a lot more to it than that and the types of analyses, questions material you're working with. 51 00:12:25,613 --> 00:12:39,668 [SPEAKER_00]: The impact on our understanding history culture all these developments All this things come together We really care about what we are doing It is instrumentally and intrinsically valuable 52 00:12:40,971 --> 00:12:48,356 [SPEAKER_00]: what we're doing is really arcane sometimes, and... We need to be able transgress that barrier. 53 00:12:48,496 --> 00:13:08,928 [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 54 00:13:11,944 --> 00:13:13,865 [SPEAKER_00]: push back against experts. 55 00:13:14,245 --> 00:13:26,490 [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? 56 00:13:27,050 --> 00:13:29,251 [SPEAKER_00]: Well maybe because they knew more about it than us. 57 00:13:29,691 --> 00:13:37,694 [SPEAKER_00]: But you see increasingly in US expertise is not valued anymore so how can take our 58 00:13:40,319 --> 00:13:49,365 [SPEAKER_00]: and turn this into something that can reach the people who are making decisions to put our subjects in fields under threat. 59 00:13:50,046 --> 00:14:02,475 [SPEAKER_00]: So, problem we're facing is how do demonstrate outside of research fears what important valuable accessible should be funded 60 00:14:03,115 --> 00:14:04,497 [SPEAKER_00]: People should be able to study it. 61 00:14:04,697 --> 00:14:10,365 [SPEAKER_00]: People should get jobs in it, all of these interlocking things that feed into the ecosystem 62 00:14:14,354 --> 00:14:23,577 [SPEAKER_00]: There's a lot that can be said about this, different ways academics try to engage with public engagement or impact. 63 00:14:23,957 --> 00:14:30,979 [SPEAKER_00]: Or different routes of taking their work out into the wider world I'm not going give kind-of survey on all these. 64 00:14:31,119 --> 00:14:40,862 [SPEAKER_00]: Most what i'll talk is specific my own experience but just want highlight couple examples things have worked 65 00:14:41,982 --> 00:14:49,745 [SPEAKER_00]: really well for weird niches that end up reaching quite wide audiences, generally through social media. 66 00:14:50,146 --> 00:15:07,473 [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 67 00:15:08,469 --> 00:15:16,436 [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. 68 00:15:17,177 --> 00:15:29,908 [SPEAKER_00]: So three I just wanna 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 69 00:15:32,455 --> 00:15:38,499 [SPEAKER_00]: Eight years and about six days ago, posted this photo as it says the tweet that changed us forever. 70 00:15:38,699 --> 00:15:52,489 [SPEAKER_00]: 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 71 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. 72 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 73 00:16:08,610 --> 00:16:13,154 [SPEAKER_00]: Lots of photos about big sheep, but also lots really interesting conversations. 74 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 75 00:16:35,192 --> 00:16:38,614 [SPEAKER_00]: And it also helps people to kind of understand, like why do museums matter? 76 00:16:39,414 --> 00:16:40,755 [SPEAKER_00]: Because they record this sort stuff. 77 00:16:40,975 --> 00:16:46,517 [SPEAKER_00]: Why does history matter because this is how we understand the materials that are in these archives. 78 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 79 00:16:56,834 --> 00:17:00,196 [SPEAKER_00]: So another example is very niche interests. 80 00:17:00,536 --> 00:17:10,823 [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 is any excuse to talk about eels . 81 00:17:11,483 --> 00:17:13,864 [SPEAKER_00]: You would be amazed at how much there 82 00:17:16,982 --> 00:17:20,123 [SPEAKER_00]: about the history of eels, about depictions of eels. 83 00:17:20,263 --> 00:17:21,584 [SPEAKER_00]: About eel recipes? 84 00:17:21,744 --> 00:17:24,065 [SPEAKER_00]: About economic records relating to eels? 85 00:17:24,265 --> 00:17:27,866 [SPEAKER_00]: About modern biological studies with eels? 86 00:17:28,587 --> 00:17:30,628 [SPEAKER_00]: There's a lot about it! 87 00:17:31,008 --> 00:17:38,631 [SPEAKER_00]: If you didn't already know this person and followed him how many would ever have thought that he'd be interested in EELS 88 00:17:39,902 --> 00:17:43,988 [SPEAKER_00]: He'd become really, really interested in eels after reading his posts. 89 00:17:44,809 --> 00:17:55,184 [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 90 00:17:56,682 --> 00:17:58,123 [SPEAKER_00]: and audience participation. 91 00:17:58,583 --> 00:18:18,998 [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 This from Reddit But also running on Tumblr It's just a bunch people who got together And read Dracula 92 00:18:20,749 --> 00:18:27,693 [SPEAKER_00]: except they did it according to the diary entries that, uh...that book is comprised of. 93 00:18:28,434 --> 00:18:38,500 [SPEAKER_00]: 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 94 00:18:39,080 --> 00:18:40,181 [SPEAKER_00]: they know about the vampire. 95 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 96 00:19:04,219 --> 00:19:10,981 [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. 97 00:19:11,161 --> 00:19:12,622 [SPEAKER_00]: Is he okay? 98 00:19:12,942 --> 00:19:16,703 [SPEAKER_00]: His host in this castle is maybe not somebody that we should trust." 99 00:19:16,723 --> 00:19:29,027 [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 100 00:19:29,981 --> 00:19:44,107 [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. 101 00:19:45,108 --> 00:19:46,889 [SPEAKER_00]: But what do 102 00:19:50,374 --> 00:20:00,841 [SPEAKER_00]: is not so engaging as Big Sheep, it's amusing as Eels or has already well known as Dracula. 103 00:20:01,042 --> 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 104 00:20:09,487 --> 00:20:11,068 [SPEAKER_00]: for doing this kind of thing. 105 00:20:11,468 --> 00:20:27,098 [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 106 00:20:28,996 --> 00:20:30,658 [SPEAKER_00]: What about other subjects? 107 00:20:31,259 --> 00:20:37,126 [SPEAKER_00]: So my own area of research within philosophy is logic. 108 00:20:37,827 --> 00:20:44,334 [SPEAKER_00]: And we already had a bit hand raised, like already other academics don't necessarily know what logic is 109 00:20:44,915 --> 00:20:45,916 [SPEAKER_00]: But I don't just do logic. 110 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. 111 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 112 00:21:02,780 --> 00:21:10,755 [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. 113 00:21:10,876 --> 00:21:14,543 [SPEAKER_00]: That talking about one particular logical operator 114 00:21:15,881 --> 00:21:24,008 [SPEAKER_00]: I have already lost not only the non-philosophers, but all of my philosophy colleagues who aren't also logicians. 115 00:21:24,629 --> 00:21:32,876 [SPEAKER_00]: Logician weirdly enough find medieval stuff super cool and are always like Sarah's coming to talk this is great! 116 00:21:33,877 --> 00:21:37,380 [SPEAKER_00]: Trying convince philosophers that it was valuable? 117 00:21:37,761 --> 00:21:37,901 [SPEAKER_00]: Bit 118 00:21:39,365 --> 00:21:55,879 [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. 119 00:21:56,039 --> 00:22:06,187 [SPEAKER_00]: Then over next couple centuries more university across Europe logic was one subject every single undergraduate student had study 120 00:22:06,968 --> 00:22:19,592 [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. 121 00:22:20,032 --> 00:22:25,393 [SPEAKER_00]: So I always find medievalists A little bit perplexing because it's Like how can you understand the Context? 122 00:22:25,674 --> 00:22:33,516 [SPEAKER_00]: Of The subject that You were studying if don't know Anything about education people are Generating material given 123 00:22:35,232 --> 00:22:45,456 [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. 124 00:22:46,017 --> 00:22:51,059 [SPEAKER_00]: I spent lot time during PhD addressing the question but who cares? 125 00:22:52,539 --> 00:22:57,382 [SPEAKER_00]: And at one point realized that perfectly acceptable answer 126 00:23:01,538 --> 00:23:02,779 [SPEAKER_00]: I find this interesting. 127 00:23:03,380 --> 00:23:04,340 [SPEAKER_00]: I am learning things." 128 00:23:05,201 --> 00:23:27,799 [SPEAKER_00]: I don't really care if that's where it stops, It is 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 its okay if we do things because We find them like I individually Find these intrinsically valuable And Interesting Because I think That 129 00:23:30,780 --> 00:23:41,406 [SPEAKER_00]: feature of a functioning, well-running society that people have the opportunity to indulge themselves in things they find interesting and valuable. 130 00:23:42,126 --> 00:23:51,832 [SPEAKER_00]: For some this might be sports or music for other it's reading medieval Latin manuscripts on logic so 131 00:23:53,163 --> 00:23:56,644 [SPEAKER_00]: You know, part of that was I don't have to justify myself too. 132 00:23:57,224 --> 00:24:20,052 [SPEAKER_00]: 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 133 00:24:21,458 --> 00:24:33,428 [SPEAKER_00]: It's not one that has pretty pictures or is already well known, it can easily be turned into engaging tweets about interesting animals. 134 00:24:36,201 --> 00:24:41,385 [SPEAKER_00]: How can I take formal logic, whether it is right up here at the top. 135 00:24:41,746 --> 00:24:51,634 [SPEAKER_00]: Just logic in general as my discipline or very niche specialism that have ended and turn this into something accessible to other people? 136 00:24:52,755 --> 00:25:01,802 [SPEAKER_00]: So yeah doesn't get much more abstract all dry boring than that At least some peoples perspective not mine 137 00:25:03,578 --> 00:25:15,281 [SPEAKER_00]: So to go, where did my real kind of quest for making what I do more accessible to a broader audience? 138 00:25:15,801 --> 00:25:17,022 [SPEAKER_00]: It goes back March 2020. 139 00:25:18,702 --> 00:25:26,845 [SPEAKER_00]: My university along with almost all the other universities in UK were on strike most of march 140 00:25:28,744 --> 00:25:34,689 [SPEAKER_00]: And on Friday was gonna be our last day of strike, and we were going to back work Monday. 141 00:25:35,149 --> 00:25:48,420 [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. 142 00:25:49,461 --> 00:25:53,585 [SPEAKER_00]: We could still come into offices which is good because it's where all materials are 143 00:25:59,422 --> 00:26:01,403 [SPEAKER_00]: This was very short notice. 144 00:26:02,423 --> 00:26:27,795 [SPEAKER_00]: Those of us who were religiously observing our strike and we're not checking our email didn't find this out until 9 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 145 00:26:28,855 --> 00:26:30,777 [SPEAKER_00]: This is what I have. 146 00:26:30,817 --> 00:26:41,490 [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 147 00:26:44,137 --> 00:26:52,920 [SPEAKER_00]: is glary, I spent a lot of time arranging the whiteboard just perfectly so that it wasn't reflecting and unreadable. 148 00:26:53,281 --> 00:27:04,665 [SPEAKER_00]: 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 149 00:27:05,775 --> 00:27:12,000 [SPEAKER_00]: Now, halfway through recording this video I bumped the whiteboard and it like fell on my head. 150 00:27:12,160 --> 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. 151 00:27:23,129 --> 00:27:24,870 [SPEAKER_00]: This just how's going to be? 152 00:27:26,151 --> 00:27:30,174 [SPEAKER_00]: For a lot who are teaching you probably similar stories where yep! 153 00:27:30,194 --> 00:27:30,555 [SPEAKER_00]: We're doing 154 00:27:35,447 --> 00:27:37,549 [SPEAKER_00]: Now, that was my last week of teaching. 155 00:27:37,750 --> 00:27:48,922 [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 156 00:27:49,457 --> 00:27:56,600 [SPEAKER_00]: Some of it was going to have to be done online, and some the on-line teaching is gonna be done asynchronously. 157 00:27:57,321 --> 00:28:12,268 [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 158 00:28:19,350 --> 00:28:23,371 [SPEAKER_00]: Yes, I'm being forced into doing this but also i have some amount of agency. 159 00:28:24,071 --> 00:28:47,677 [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 am again on strike Like oh we don' care if Sarah is not working We'll just throw out her 160 00:28:48,982 --> 00:28:50,803 [SPEAKER_00]: lectures that she recorded during the pandemic. 161 00:28:52,243 --> 00:29:01,507 [SPEAKER_00]: 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? 162 00:29:01,728 --> 00:29:14,453 [SPEAKER_00]: 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 create a record content instead 163 00:29:19,600 --> 00:29:27,586 [SPEAKER_00]: try to reduce the gatekeeping that is involved in, you know... Who gets access on formal logic? 164 00:29:27,646 --> 00:29:35,472 [SPEAKER_00]: Well it's going be people who go university and choose a philosophy degree within this particular subject. 165 00:29:36,312 --> 00:29:44,418 [SPEAKER_00]: The span of sphere I can reach my institution really pretty small generally about 60-70 students year out around 20 thousand why not make more accessible 166 00:29:49,702 --> 00:29:50,883 [SPEAKER_00]: to everyone. 167 00:29:53,084 --> 00:29:58,647 [SPEAKER_00]: So as I said, about six months to kind of think how do this? 168 00:29:59,808 --> 00:30:18,658 [SPEAKER_00]: Keeping in mind that have no knowledge or skills video editing producing curating and also didn't particularly want learn these skill if was something wanted would learned many years before other things can with my time 169 00:30:20,630 --> 00:30:25,112 [SPEAKER_00]: Now simultaneously to this, actually a little bit after so I had finished my teaching. 170 00:30:26,833 --> 00:30:42,819 [SPEAKER_00]: At the same time My kid was about eight and half at that time we discovered Bob Ross now if you're not familiar with him he was an American painter oil painting in the 80s 90's who did these 171 00:30:46,061 --> 00:30:48,784 [SPEAKER_00]: paint along with me teaching TV shows. 172 00:30:49,465 --> 00:31:00,518 [SPEAKER_00]: So in half an hour, he would show up it with his easel and his paints And He Would walk you through how to do an oil painting of some particular nature scene 173 00:31:01,600 --> 00:31:03,140 [SPEAKER_00]: They are remarkable. 174 00:31:03,160 --> 00:31:25,385 [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 175 00:31:26,190 --> 00:31:29,856 [SPEAKER_00]: And of course, we didn't have any oil paints or the right equipment. 176 00:31:29,876 --> 00:31:30,677 [SPEAKER_00]: So let's take painting 177 00:31:32,548 --> 00:31:33,328 [SPEAKER_00]: the paints that we do have. 178 00:31:33,368 --> 00:31:54,339 [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 you can come up with so hers on left mine is right for somebody who has zero artistic ability doesn't know how 179 00:32:00,713 --> 00:32:13,069 [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. 180 00:32:13,789 --> 00:32:17,815 [SPEAKER_00]: The fact after watching couple these we could sit down and do this 181 00:32:18,900 --> 00:32:25,426 [SPEAKER_00]: And this is a media, you know pre-recorded TV shows that are being distributed to an audience. 182 00:32:25,446 --> 00:32:42,321 [SPEAKER_00]: There's no interaction there's not 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 183 00:32:43,413 --> 00:32:54,863 [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. 184 00:32:55,223 --> 00:32:58,866 [SPEAKER_00]: You have succeeded nothing else matters do you like it? 185 00:32:58,986 --> 00:33:10,136 [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 186 00:33:11,203 --> 00:33:15,418 [SPEAKER_00]: has to follow certain rules, and be done in a way that counts as having proof. 187 00:33:19,539 --> 00:33:24,763 [SPEAKER_00]: Ross also emphasizes that art comes from exploration and not just slavish copying. 188 00:33:24,863 --> 00:33:30,627 [SPEAKER_00]: And so in addition to talking his way through how he is putting together, constructing a scene... 189 00:33:31,107 --> 00:33:34,870 [SPEAKER_00]: He was regularly encouraging people maybe you want try this? 190 00:33:34,910 --> 00:33:35,391 [SPEAKER_00]: Maybe do this? 191 00:33:35,431 --> 00:33:36,892 [SPEAKER_00]: This may be what we should look at. 192 00:33:37,092 --> 00:33:37,672 [SPEAKER_00]: While there are 193 00:33:44,389 --> 00:33:55,023 [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 of an example that you have been given. 194 00:33:58,468 --> 00:34:10,230 [SPEAKER_00]: And the other final point is that when Ross is creating these landscapes, something he says it's like what's true in my world isn't going to be true. 195 00:34:10,290 --> 00:34:12,811 [SPEAKER_00]: In your role I have trees over here. 196 00:34:12,971 --> 00:34:28,174 [SPEAKER_00]: Have a broken down barn Over Here but this Is My World You Are Not Painting My World you are painting Your World so can make up The Rules and definitely not case-in logic don't always get decide What Right Wrong Sometimes Can Get Make 197 00:34:28,510 --> 00:34:30,912 [SPEAKER_00]: your definitions at the start and then see what follows. 198 00:34:30,932 --> 00:34:54,890 [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 ways i try teach logic 199 00:34:55,865 --> 00:35:02,607 [SPEAKER_00]: So on with arts, a lot of it came from like by the time that you've watched three or four seasons. 200 00:35:03,427 --> 00:35:19,991 [SPEAKER_00]: That's a lot painting and new realize its same couple techniques over just in different combinations And that is exactly what happens informal logic I will teach you bunch technique then more examples do recombine put things together 201 00:35:26,076 --> 00:35:28,479 [SPEAKER_00]: I, you know this is a completely new problem. 202 00:35:28,519 --> 00:35:35,887 [SPEAKER_00]: I've never seen anything like it before but if i combine these techniques in the way ill be able to solve it 203 00:35:37,863 --> 00:35:40,045 [SPEAKER_00]: When with arts, you might start a plan. 204 00:35:40,525 --> 00:35:50,034 [SPEAKER_00]: Have things not go to plan and then figure out how recover as the mantra that he is probably most familiar... 205 00:35:50,734 --> 00:36:00,643 [SPEAKER_00]: Most well known for it's there are no mistakes they're only happy accidents so do something feels like mistake? 206 00:36:01,084 --> 00:36:04,267 [SPEAKER_00]: It's an opportunity change into integrate in new way 207 00:36:05,788 --> 00:36:09,149 [SPEAKER_00]: And this is also something that happens quite often in doing formal logic. 208 00:36:09,429 --> 00:36:27,096 [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 he has produced thousands of these paintings but every single one 209 00:36:30,171 --> 00:36:33,012 [SPEAKER_00]: It's like a new treasure that he is experiencing. 210 00:36:33,493 --> 00:36:44,197 [SPEAKER_00]: He cares about what his doing and also the audience, how are they doing? 211 00:36:44,478 --> 00:36:56,423 [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 212 00:36:56,973 --> 00:37:02,377 [SPEAKER_00]: between a good logic teacher and poor one is, does the person care about their subject? 213 00:37:02,557 --> 00:37:04,338 [SPEAKER_00]: Does they person care about there students. 214 00:37:04,439 --> 00:37:24,854 [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 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 215 00:37:26,353 --> 00:37:27,993 [SPEAKER_00]: Give it a go, give it try. 216 00:37:28,974 --> 00:37:49,018 [SPEAKER_00]: See how far you can get 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 217 00:37:50,625 --> 00:37:54,726 [SPEAKER_00]: And that's the kind of thing I want to get my students feel when they're doing logic. 218 00:37:54,746 --> 00:37:57,447 [SPEAKER_00]: You sit down, you give it a go and solve a puzzle! 219 00:37:57,987 --> 00:38:00,268 [SPEAKER_00]: Oh look at this...I did something cool!" 220 00:38:01,568 --> 00:38:13,492 [SPEAKER_00]: So there was a lot about how do online teaching from Bob Ross which shaped what we thought 221 00:38:15,203 --> 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 222 00:38:34,013 --> 00:38:39,914 [SPEAKER_00]: They are probably just sitting locked up in their bedrooms watching videos for all of the classes end and. 223 00:38:40,815 --> 00:38:53,498 [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? 224 00:38:54,498 --> 00:38:57,319 [SPEAKER_00]: So you Don't need to be slick and fancy. 225 00:39:01,002 --> 00:39:03,784 [SPEAKER_00]: There's a lot of value in breaking the fourth wall. 226 00:39:04,104 --> 00:39:14,671 [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! 227 00:39:15,191 --> 00:39:27,179 [SPEAKER_00]: You might not be able to reach them in real time But you can still talk about your student it will come through no matter medium if u r invested 228 00:39:28,689 --> 00:39:32,572 [SPEAKER_00]: ensuring that they get what the need in order to succeed. 229 00:39:33,893 --> 00:39:36,955 [SPEAKER_00]: Students will feel this, whatever way you are producing it them. 230 00:39:38,736 --> 00:39:55,168 [SPEAKER_00]: Slip-ups a part of game and also help your audience care about because want go both directions so there lot how videos out on YouTube which very slick polished everything goes perfectly 231 00:39:56,156 --> 00:40:07,024 [SPEAKER_00]: One of the things that I was very concerned about with making prerecorded content is when I'm teaching formal logic, one of most valuable thing can happen. 232 00:40:07,744 --> 00:40:14,789 [SPEAKER_00]: Is will be working through some exercise on board and get stuck or make a mistake? 233 00:40:15,329 --> 00:40:23,455 [SPEAKER_00]: Or just stop thinking what am doing lose my path though then have to like okay 234 00:40:23,945 --> 00:40:25,006 [SPEAKER_00]: Let's take a step back. 235 00:40:25,426 --> 00:40:44,699 [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 see person doing presenting real so 236 00:40:54,062 --> 00:40:56,084 [SPEAKER_00]: on Bob Ross, mistakes don't exist. 237 00:40:56,464 --> 00:41:11,999 [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 repetition works you see same techniques again many different examples 238 00:41:15,002 --> 00:41:16,703 [SPEAKER_00]: That is what students need to learn. 239 00:41:16,743 --> 00:41:28,388 [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... 240 00:41:29,028 --> 00:41:43,935 [SPEAKER_00]: In my advanced logic seminar which I was teaching hybrid but it was synchronous so i had all the student there I decided that I wasn not going teach some content than normally do because knew couldn´t do it through series black boxes 241 00:41:44,523 --> 00:41:53,333 [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. 242 00:41:54,054 --> 00:42:01,643 [SPEAKER_00]: Because they were never gonna say If They Were Lost but I could tell and so like can't do this through a black box 243 00:42:03,345 --> 00:42:14,013 [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. 244 00:42:14,633 --> 00:42:19,857 [SPEAKER_00]: Anybody who's learned their multiplication table knows of value repetition 245 00:42:22,023 --> 00:42:28,065 [SPEAKER_00]: Now I also learned that 30 minutes is a good length, but only if you're actively painting along. 246 00:42:28,445 --> 00:42:34,707 [SPEAKER_00]: If your just kind of listening in the background, thirty minute's too long and you are going to get distracted. 247 00:42:35,207 --> 00:42:46,010 [SPEAKER_00]: The average class lecture is like fifty minutes Who wants sit an listen to 50-minute logic lectures? 248 00:42:49,876 --> 00:42:59,000 [SPEAKER_00]: And think about if this group is representative of even the wider university, that's a very small percentage. 249 00:43:00,320 --> 00:43:12,206 [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 250 00:43:14,467 --> 00:43:29,017 [SPEAKER_00]: So the guiding principles that I had kind of building on these lessons, going into the creation my video series was no one wants to listen a 50-minute lecture on logic. 251 00:43:29,437 --> 00:43:34,920 [SPEAKER_00]: But it's also good because don't want be responsible for generating a 15 minute lecture 252 00:43:37,362 --> 00:43:39,202 [SPEAKER_00]: because I will make too many mistakes. 253 00:43:39,703 --> 00:43:52,405 [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. 254 00:43:53,245 --> 00:43:59,967 [SPEAKER_00]: If somebody who knows how do video editing can just edit out a mistake or splice things together this isn t me! 255 00:44:06,060 --> 00:44:15,348 [SPEAKER_00]: So for me, I settled on the sort of ideal chunk is either like three to five minute length or 5-7 minutes. 256 00:44:16,048 --> 00:44:29,880 [SPEAKER_00]: Occasionally there are some things which really complicated and culmination a bunch earlier thing we have done might go up 15 minutes but that was my absolute cap 257 00:44:31,612 --> 00:44:37,633 [SPEAKER_00]: And from that very first video where the whiteboard fell on my head as I was recording, it's like... 258 00:44:40,513 --> 00:44:42,934 [SPEAKER_00]: this is not going to be slick and polished. 259 00:44:43,034 --> 00:44:47,575 [SPEAKER_00]: This just gonna awkward, so I'm just goin' lean into that." 260 00:44:48,115 --> 00:44:54,338 [SPEAKER_00]: If make part of what am doing then it covers a whole bunch mistakes or slip-ups. 261 00:44:54,898 --> 00:45:02,600 [SPEAKER_00]: Am promising polish when don't deliver people are disappointed can begin build persona around 262 00:45:08,342 --> 00:45:09,202 [SPEAKER_00]: this idea. 263 00:45:09,862 --> 00:45:20,845 [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? 264 00:45:20,945 --> 00:45:24,966 [SPEAKER_00]: And i've got a textbook which is called The Same Thing 265 00:45:36,127 --> 00:45:40,710 [SPEAKER_00]: freely available on my website, so anybody who wants to go and look at it can. 266 00:45:42,331 --> 00:45:56,901 [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! 267 00:45:57,721 --> 00:46:02,484 [SPEAKER_00]: It would be usef-I don't need to have this content For advanced classes but might be useful 268 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. 269 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 270 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. 271 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. 272 00:46:41,590 --> 00:46:42,951 [SPEAKER_00]: That's not easy! 273 00:46:43,811 --> 00:46:51,314 [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 274 00:46:55,665 --> 00:47:02,888 [SPEAKER_00]: a paper that you've written or a book, and break it down into these three minute chunks. 275 00:47:03,369 --> 00:47:21,357 [SPEAKER_00]: And put them all together in way that's... You can then explain to somebody who has no background whatsoever In this subject So one video is about 8-10 videos in It was like here are the set theoretic notation 276 00:47:21,657 --> 00:47:25,100 [SPEAKER_00]: that you need in order to be able understand the symbols I'm using. 277 00:47:25,600 --> 00:47:35,107 [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. 278 00:47:35,808 --> 00:47:41,031 [SPEAKER_00]: Now some people if already know the greek alphabet can skip this but thats another benefit 279 00:47:44,348 --> 00:47:57,177 [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. 280 00:48:00,479 --> 00:48:07,523 [SPEAKER_00]: So my process as very low tech...I record myself, a Zoom meeting with 281 00:48:10,495 --> 00:48:14,916 [SPEAKER_00]: When Zoom first was being used, the whiteboard that they had was wonderful. 282 00:48:15,456 --> 00:48:30,180 [SPEAKER_00]: 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? 283 00:48:30,760 --> 00:48:39,622 [SPEAKER_00]: Write things on the board Because that slows down enough So that I am not giving Too much information too quickly 284 00:48:40,833 --> 00:48:52,663 [SPEAKER_00]: 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. 285 00:48:54,545 --> 00:49:08,216 [SPEAKER_00]: When we're 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 286 00:49:08,805 --> 00:49:11,426 [SPEAKER_00]: I just fix it in the context of the video. 287 00:49:11,926 --> 00:49:25,252 [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. 288 00:49:27,072 --> 00:49:37,477 [SPEAKER_00]: I use variants of sign on and off so it is little bit structured say same thing 289 00:49:39,308 --> 00:49:46,873 [SPEAKER_00]: at the beginning, roughly same thing at end to set everybody up for this kind of shared experience. 290 00:49:48,094 --> 00:49:56,821 [SPEAKER_00]: And as you know it is DrLogic who's awkwardly doing The Logic its not Professor Uckelman 291 00:49:57,820 --> 00:50:02,305 [SPEAKER_00]: I put on a bit of persona, in fact the extent is lipstick. 292 00:50:02,405 --> 00:50:06,089 [SPEAKER_00]: One thing that someone mentioned at very start recording videos 293 00:50:13,199 --> 00:50:18,043 [SPEAKER_00]: having the high contrast would help anybody who was doing any lip reading. 294 00:50:18,824 --> 00:50:38,460 [SPEAKER_00]: And so I thought, oh that's a good idea but putting lipstick on is like now Dr Logic Is Doing Her Thing and makes it easier to lean into awkwardness because sometimes if were actually me maybe wouldn't be able do this? 295 00:50:38,981 --> 00:50:40,982 [SPEAKER_00]: But tied with second thing which way 296 00:50:42,103 --> 00:50:45,865 [SPEAKER_00]: for me to make this work is that I just have no shame. 297 00:50:46,606 --> 00:50:55,251 [SPEAKER_00]: The...I did not realize until after seeing these videos, how often shake my bony fingers at students! 298 00:50:56,452 --> 00:51:06,898 [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 299 00:51:08,560 --> 00:51:10,000 [SPEAKER_00]: I said, I was doing it awkwardly. 300 00:51:10,300 --> 00:51:12,821 [SPEAKER_00]: It's all part of the persona. 301 00:51:13,101 --> 00:51:36,565 [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 also reach out these other people who might 302 00:51:38,493 --> 00:51:45,439 [SPEAKER_00]: not really care about logic, but they might be like oh well that looks interesting. 303 00:51:45,859 --> 00:52:01,832 [SPEAKER_00]: That looks 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 304 00:52:04,554 --> 00:52:13,398 [SPEAKER_00]: I put all of these videos freely up on YouTube and my students watched them during that pandemic year. 305 00:52:13,658 --> 00:52:18,920 [SPEAKER_00]: And, you know in terms like has it worked? 306 00:52:19,080 --> 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? 307 00:52:30,005 --> 00:52:31,486 [SPEAKER_00]: Outside from what they are teaching? 308 00:52:34,793 --> 00:52:46,223 [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 channel. 309 00:52:46,763 --> 00:52:54,030 [SPEAKER_00]: That at this point the sort of logic that i am producing videos on really abstract 310 00:52:55,415 --> 00:53:04,531 [SPEAKER_00]: I've had around 40,000 views and of course not everybody is watching the entire video but that's still quite a lot. 311 00:53:05,896 --> 00:53:11,879 [SPEAKER_00]: The thing that I have found the most amazing is there has been genuine interaction in videos. 312 00:53:11,999 --> 00:53:30,530 [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 313 00:53:31,310 --> 00:53:32,451 [SPEAKER_00]: And people actually do. 314 00:53:33,232 --> 00:53:47,790 [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 315 00:53:48,987 --> 00:53:54,691 [SPEAKER_00]: quite complex philosophical questions or wondering about could this have been done in another way. 316 00:53:55,292 --> 00:54:08,081 [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 we have these right? 317 00:54:08,622 --> 00:54:14,466 [SPEAKER_00]: And that-I never expected that would be kind of genuine actual academic 318 00:54:16,719 --> 00:54:21,641 [SPEAKER_00]: back and forth exchange where people ask questions because they know that will get answers. 319 00:54:23,542 --> 00:54:40,248 [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? 320 00:54:41,614 --> 00:54:44,996 [SPEAKER_00]: My roommate is one of your students and she makes me watch all of her videos. 321 00:54:46,938 --> 00:55:05,892 [SPEAKER_00]: 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 322 00:55:07,062 --> 00:55:15,317 [SPEAKER_00]: The other thing that I have had to kind of adapt with in teaching nowadays is at this point, 323 00:55:16,458 --> 00:55:22,063 [SPEAKER_00]: The videos covering my Fundamentals of Logics class have been out in the world for like five years. 324 00:55:22,363 --> 00:55:31,212 [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! 325 00:55:31,232 --> 00:55:34,194 [SPEAKER_00]: They know what their classroom will be 326 00:55:42,602 --> 00:55:49,989 [SPEAKER_00]: have a familiarity with me, which is great because I don't need to build that rapport or it's easier. 327 00:55:50,029 --> 00:55:58,197 [SPEAKER_00]: It's also weird because they're like hi DrLogic and Hugo? 328 00:55:58,217 --> 00:55:59,278 [SPEAKER_00]: Ben? 329 00:56:00,359 --> 00:56:04,743 [SPEAKER_00]: I don't know, because you keep moving what seats your sitting in and i'm really bad with faces. 330 00:56:05,623 --> 00:56:25,379 [SPEAKER_00]: 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 That can ask these questions that im open to this sorts things And that ive found is very valuable 331 00:56:27,268 --> 00:56:34,897 [SPEAKER_00]: The broader question of how many people outside the academic setting am I reaching with these videos? 332 00:56:35,698 --> 00:56:36,459 [SPEAKER_00]: I have no idea. 333 00:56:37,160 --> 00:56:43,428 [SPEAKER_00]: It would be very hard, you'd need somebody who knows to study Google Analytics and everything 334 00:56:45,207 --> 00:56:53,690 [SPEAKER_00]: But I've certainly gotten my subject area beyond my classroom and beyond particular discipline. 335 00:56:54,230 --> 00:56:56,591 [SPEAKER_00]: And at least, this point...I'm happy with that! 336 00:56:56,811 --> 00:57:04,714 [SPEAKER_00]: I can continue to try build further and see how else what else could i do? 337 00:57:05,415 --> 00:57:14,338 [SPEAKER_00]: As soon as wrapped up the last bit of content already got plans for next thing it's not gonna be a protracted kind class is just going 338 00:57:15,146 --> 00:57:20,490 [SPEAKER_00]: interesting things that Sarah has been thinking about while reading Logic papers, combined with... 339 00:57:22,051 --> 00:57:24,233 [SPEAKER_00]: So my kid is now a teenager. 340 00:57:24,573 --> 00:57:41,766 [SPEAKER_00]: She's super into K-pop There are a lot of weirdly interesting logical and philosophical things that come up in k pop songs And so I'm going to do series videos like teaching logic through KPOP See if those can actually get me the broader accessibility 341 00:57:43,723 --> 00:57:54,051 [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. 342 00:57:54,612 --> 00:58:02,898 [SPEAKER_00]: 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 who doesn't know anything but gets them sense for it? 343 00:58:13,813 --> 00:58:16,356 [SPEAKER_00]: in all of this, what's the key to my success? 344 00:58:16,797 --> 00:58:28,050 [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. 345 00:58:29,193 --> 00:58:29,773 [SPEAKER_00]: And I do. 346 00:58:30,414 --> 00:58:36,016 [SPEAKER_00]: It is the single coolest thing that you can do, watch my videos to find out why! 347 00:58:36,836 --> 00:58:48,761 [SPEAKER_00]: 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 348 00:58:50,925 --> 00:58:53,567 [SPEAKER_00]: Look, I know this is dull and very abstract. 349 00:58:53,687 --> 00:59:01,091 [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! 350 00:59:01,451 --> 00:59:04,053 [SPEAKER_00]: You gotta have a definition first." 351 00:59:04,653 --> 00:59:15,679 [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 352 00:59:17,152 --> 00:59:24,574 [SPEAKER_00]: And I feel like this is very much in kind of the surprise deal historian mode, where it's you may not care that about eels. 353 00:59:24,974 --> 00:59:32,297 [SPEAKER_00]: But there's dude on the internet who is fascinated by them and THAT IS fascinating! 354 00:59:33,037 --> 00:59:40,779 [SPEAKER_00]: So... You might NOT be able to convince everybody your particular niche area is something they should go off and study. 355 00:59:41,880 --> 00:59:46,261 [SPEAKER_00]: BUT YOU CAN AT LEAST CONVINCE THEM YOU CARE ABOUT IT AND THAT SOMETIMES IS ENOUGH 356 00:59:47,139 --> 00:59:50,365 [SPEAKER_00]: To get them to be like, oh maybe I'll watch. 357 00:59:50,445 --> 00:59:57,436 [SPEAKER_00]: Maybe I will learn a little bit more So...I did promise to say something about 358 01:00:00,028 --> 01:00:01,549 [SPEAKER_00]: What can you do? 359 01:00:02,450 --> 01:00:06,392 [SPEAKER_00]: Speaking to the mixed audience of philosophers, archeologists. 360 01:00:07,333 --> 01:00:16,278 [SPEAKER_00]: If anything that I've talked about has kind of inspired you to be like oh well maybe could this with some my research and it's not gonna an entire class or a paper you read recently 361 01:00:24,345 --> 01:00:29,227 [SPEAKER_00]: Like the bar for picking content is, do you find it interesting? 362 01:00:30,147 --> 01:00:33,128 [SPEAKER_00]: If you do probably somebody else does too. 363 01:00:33,628 --> 01:00:34,369 [SPEAKER_00]: And if not... 364 01:00:35,529 --> 01:00:50,555 [SPEAKER_00]: The process of actually articulating to yourself what are these three-to five minute interesting bits that can kind chunk paper into That's valuable for yourself even no one else watches outcome 365 01:00:51,821 --> 01:00:52,421 [SPEAKER_00]: But what can you do? 366 01:00:52,622 --> 01:00:53,502 [SPEAKER_00]: Find the right media. 367 01:00:53,562 --> 01:01:06,032 [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. 368 01:01:06,292 --> 01:01:15,138 [SPEAKER_00]: It is this 400 page long book and so I started reading it And that was over 300 tweets by the time I was done with it! 369 01:01:20,602 --> 01:01:23,063 [SPEAKER_00]: And I just kind of went through it, and shared my thoughts. 370 01:01:23,183 --> 01:01:39,006 [SPEAKER_00]: Shared a quote 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... 371 01:01:39,026 --> 01:01:48,428 [SPEAKER_00]: ...I was surprised at how many people philosophers and non-philosophers engaged with that That was a you know Really 372 01:01:50,319 --> 01:01:57,421 [SPEAKER_00]: widely read, shared and responded to thread where I'm reviewing a book on medieval philosophy. 373 01:01:59,522 --> 01:02:09,185 [SPEAKER_00]: 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? 374 01:02:09,766 --> 01:02:12,006 [SPEAKER_00]: I don't quite get how it works! 375 01:02:18,675 --> 01:02:23,057 [SPEAKER_00]: One of these things will be the right thing, and it'll depend on what your subject is. 376 01:02:23,277 --> 01:02:24,677 [SPEAKER_00]: How many photos you're able to do? 377 01:02:24,897 --> 01:02:43,905 [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 378 01:02:48,022 --> 01:02:55,164 [SPEAKER_00]: builds yourself a persona, because it allows you to do things that you might not otherwise do. 379 01:02:55,705 --> 01:03:09,549 [SPEAKER_00]: And It doesn't have to be very complex ones 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 ah So what's your superpower? 380 01:03:09,569 --> 01:03:14,031 [SPEAKER_00]: Because like Doesn't everybody get a super power along with their degree i'm Like Yeah 381 01:03:15,099 --> 01:03:16,980 [SPEAKER_00]: I can prove theorems from nothing. 382 01:03:17,080 --> 01:03:17,961 [SPEAKER_00]: That's my superpower." 383 01:03:17,981 --> 01:03:42,457 [SPEAKER_00]: And so she was like, your superhero name is DrLogic So that's literally where they came from 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 384 01:03:44,549 --> 01:03:46,330 [SPEAKER_00]: You think they are real. 385 01:03:47,030 --> 01:04:05,535 [SPEAKER_00]: So remember that you're talking to a real audience and give them homework assignments, tell him he'll grade then 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 386 01:04:09,782 --> 01:04:12,384 [SPEAKER_00]: You do it a bit, and then becomes very easy. 387 01:04:12,424 --> 01:04:16,987 [SPEAKER_00]: And you just start chatting to your computer as recording yourself and forget how weird that really is. 388 01:04:19,409 --> 01:04:27,055 [SPEAKER_00]: Pick something that you care about because I think the red thread goes through any sort of successful 389 01:04:31,385 --> 01:04:39,330 [SPEAKER_00]: dissemination of relatively erudite, weird niche research to a wider audience. 390 01:04:39,950 --> 01:04:59,583 [SPEAKER_00]: 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 391 01:05:00,995 --> 01:05:10,166 [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. 392 01:05:12,088 --> 01:05:13,750 [SPEAKER_00]: So...I hope 393 01:05:16,921 --> 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. 394 01:05:27,371 --> 01:05:31,314 [SPEAKER_00]: This a castle in St Andrews actually acrylic not oils 395 01:05:32,425 --> 01:05:41,694 [SPEAKER_00]: That is, I did this on the basis of what Bob Ross taught me over TV episodes recorded decades ago. 396 01:05:41,714 --> 01:05:53,546 [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 397 01:05:56,718 --> 01:06:06,406 [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. 398 01:06:06,466 --> 01:06:21,898 [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 399 01:06:23,711 --> 01:06:27,953 [SPEAKER_00]: If you were to be challenged, what would it look like? 400 01:06:28,293 --> 01:06:34,756 [SPEAKER_00]: What are the potential barriers that might face because among other things. 401 01:06:34,997 --> 01:06:35,897 [SPEAKER_00]: It's been a lot of fun! 402 01:06:36,317 --> 01:06:44,101 [SPEAKER_00]: I get around and call myself YouTube celebrity but when we flew into Stockholm yesterday he said why Sweden 403 01:06:48,695 --> 01:06:49,996 [SPEAKER_00]: Oh, what's it on? 404 01:06:50,677 --> 01:06:52,218 [SPEAKER_00]: Making the Erudite Accessible. 405 01:06:52,278 --> 01:07:04,468 [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! 406 01:07:05,169 --> 01:07:10,413 [SPEAKER_00]: So yeah thank you very much and look forward our discussion . 407 01:07:17,775 --> 01:07:24,181 [SPEAKER_02]: All right, we take a five-minute break and will resume at 23 past. 408 01:07:24,801 --> 01:07:34,550 [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 409 01:07:37,532 --> 01:07:40,234 [SPEAKER_02]: And now I logged on online, but I'm lagged. 410 01:07:40,474 --> 01:07:55,203 [SPEAKER_02]: 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 all right? 411 01:12:47,253 --> 01:12:48,396 [SPEAKER_02]: All right, let's start. 412 01:12:48,416 --> 01:12:49,919 [SPEAKER_02]: I shall walk with this one. 413 01:12:49,939 --> 01:12:51,041 [SPEAKER_02]: Sofia first go ahead 414 01:13:02,127 --> 01:13:04,008 [SPEAKER_06]: Yeah, so I want to ask you about this. 415 01:13:06,129 --> 01:13:09,831 [SPEAKER_06]: You talked about doing the logic of K-pop or something and... 416 01:13:10,752 --> 01:13:22,618 [SPEAKER_06]: 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 417 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? 418 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. 419 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 420 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. 421 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 422 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. 423 01:14:20,405 --> 01:14:23,147 [SPEAKER_06]: And I'm like...I don't even know taylor swift 424 01:14:23,647 --> 01:14:25,548 [SPEAKER_06]: And they were like, look at the lyrics. 425 01:14:25,588 --> 01:14:28,570 [SPEAKER_06]: I looked at the lyrics and it's a lot of repetition. 426 01:14:28,970 --> 01:14:30,871 [SPEAKER_06]: Like oh you say I'm mad? 427 01:14:30,971 --> 01:14:31,411 [SPEAKER_06]: I'm mad! 428 01:14:31,431 --> 01:14:40,476 [SPEAKER_06]: 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. 429 01:14:42,498 --> 01:14:44,058 [SPEAKER_06]: Do have any thoughts on that? 430 01:14:47,511 --> 01:14:51,173 [SPEAKER_00]: learning logic through K-pop kind of idea that I have in mind. 431 01:14:51,834 --> 01:15:03,841 [SPEAKER_00]: That is actually intended to be silly because, so the first one there's a group who has this song with the word paradox and it's like 432 01:15:08,767 --> 01:15:10,848 [SPEAKER_00]: but that's not what a paradox is. 433 01:15:11,408 --> 01:15:12,309 [SPEAKER_00]: And so it was like, you know? 434 01:15:12,329 --> 01:15:14,590 [SPEAKER_00]: That would be one and another... 435 01:15:15,150 --> 01:15:37,302 [SPEAKER_00]: There were actually very interesting— It wasn't from the song —it was form of these extra kind-of videos that groups film for parasocial reasons where they're doing some wordplay on members' names Where then… One character in his name Is actually the same as I think either AND or OR 436 01:15:38,142 --> 01:15:42,084 [SPEAKER_00]: And it ended up in this very interesting use versus mention confusion. 437 01:15:43,505 --> 01:15:53,490 [SPEAKER_00]: Basically, the ideas that I have are things when watching these videos or listening to songs with my kid and something comes up an elbow her like you're so embarrassing mom! 438 01:15:53,550 --> 01:15:58,412 [SPEAKER_00]: So might end being something where whole point is embarrass child through explaining work 439 01:16:08,157 --> 01:16:15,463 [SPEAKER_00]: But that is a very different... That's kind of going into it, not trying to make it serious. 440 01:16:15,624 --> 01:16:20,588 [SPEAKER_00]: And I think the case that you are like the science fiction and superheroes one, that totally makes sense. 441 01:16:20,708 --> 01:16:23,010 [SPEAKER_00]: Lots of interesting philosophical things to say about it. 442 01:16:24,031 --> 01:16:29,235 [SPEAKER_00]: Also would probably have the same feelings on Taylor Swift thing The only connection 443 01:16:31,745 --> 01:16:34,185 [SPEAKER_00]: the word and there isn't anything deeper. 444 01:16:34,886 --> 01:16:46,268 [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... 445 01:16:47,188 --> 01:16:48,808 [SPEAKER_00]: But yeah I think that's eh.. 446 01:16:50,088 --> 01:16:59,170 [SPEAKER_00]: There is something-there is space for the whole Here Are These Pop Culture Hooks Take Something and be like 447 01:17:00,167 --> 01:17:02,468 [SPEAKER_00]: hey, did you know philosophical connection? 448 01:17:02,488 --> 01:17:03,688 [SPEAKER_00]: I'm going to tell about it. 449 01:17:04,188 --> 01:17:04,928 [SPEAKER_00]: Oh mom! 450 01:17:05,288 --> 01:17:05,568 [SPEAKER_00]: Yeah. 451 01:17:10,009 --> 01:17:12,530 [SPEAKER_02]: Andy, go ahead. 452 01:17:12,810 --> 01:17:13,090 [SPEAKER_07]: Thanks. 453 01:17:14,611 --> 01:17:28,234 [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 454 01:17:29,014 --> 01:17:32,777 [SPEAKER_07]: So I think making philosophy accessible is great. 455 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 456 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? 457 01:18:08,082 --> 01:18:10,924 [SPEAKER_07]: And student numbers are not even just student number. 458 01:18:10,944 --> 01:18:13,326 [SPEAKER_07]: So I mean Student Numbers might be such an issue 459 01:18:14,867 --> 01:18:17,769 [SPEAKER_07]: Because people do find philosophy interesting. 460 01:18:17,789 --> 01:18:24,953 [SPEAKER_07]: They want to take philosophy courses, but policymakers... Why should they give those who study philosophy the opportunity? 461 01:18:25,454 --> 01:18:30,337 [SPEAKER_07]: How can we leverage making philosophy accessible into money? 462 01:18:32,498 --> 01:18:42,904 [SPEAKER_00]: I don't have good answers for that otherwise The UK higher education funding system would look much different from how it currently does 463 01:18:45,465 --> 01:18:54,972 [SPEAKER_00]: A lot of people take my class because I am a known figure in my university. 464 01:18:55,152 --> 01:18:59,715 [SPEAKER_00]: Partly through people who've taken classes before and shared the videos, so it's partly from that. 465 01:19:00,235 --> 01:19:01,116 [SPEAKER_00]: Partly because... 466 01:19:01,937 --> 01:19:13,305 [SPEAKER_00]: ...I also answer questions In The University Student Facebook group And they see me as this font-of all knowledge Because i can find things on SharePoint But 467 01:19:14,541 --> 01:19:25,044 [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. 468 01:19:25,804 --> 01:19:38,967 [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 469 01:19:40,098 --> 01:19:47,262 [SPEAKER_00]: And these are the people, because I teach in a quite prestigious UK institution. 470 01:19:47,422 --> 01:20:04,951 [SPEAKER_00]: I teach a lot of philosophy politics and economics students These Are The People Who Are Going To Go On to Get Degrees In or to get jobs in politics infant takes in consultancies who are going be ones can do that kind leveraging? 471 01:20:05,671 --> 01:20:08,533 [SPEAKER_00]: So it's... That is very long 472 01:20:09,682 --> 01:20:12,703 [SPEAKER_00]: you know, running way to it. 473 01:20:12,903 --> 01:20:23,285 [SPEAKER_00]: But I think that the more diversity of students into our classrooms... 474 01:20:23,766 --> 01:20:35,969 [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? 475 01:20:38,502 --> 01:20:41,464 [SPEAKER_00]: I mean, that's kind of what we hope will always happen with all education. 476 01:20:41,504 --> 01:20:45,927 [SPEAKER_00]: That people come in and something changes... ...and they'll be like,"I want other to have these opportunities." 477 01:20:46,547 --> 01:20:56,013 [SPEAKER_00]: We know it doesn't really happens like this but… …something can happen through those kinds channels. 478 01:20:57,154 --> 01:20:57,314 [SPEAKER_00]: Yeah! 479 01:20:57,594 --> 01:20:59,555 [SPEAKER_00]: I wish i had a better answer. 480 01:20:59,575 --> 01:21:01,677 [SPEAKER_07]: It was better than nothing though. 481 01:21:08,716 --> 01:21:10,778 [SPEAKER_02]: More comments or questions? 482 01:21:11,378 --> 01:21:19,906 [SPEAKER_02]: There are some comments online, but it's not clear to me that they're... there may be no question for Sara. 483 01:21:19,926 --> 01:21:25,811 [SPEAKER_02]: Maybe you can make them explicit if you want something addressed in the auditorium. 484 01:21:30,335 --> 01:21:33,338 [SPEAKER_02]: Other comments and questions from the room or online? 485 01:21:33,982 --> 01:21:37,724 [SPEAKER_00]: I would be very interested to hear from the archaeologists. 486 01:21:37,964 --> 01:21:49,131 [SPEAKER_00]: You guys did kind of sort yourselves out, but there are some philosophers over here and some archeologist's over her 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? 487 01:22:03,518 --> 01:22:07,081 [SPEAKER_00]: What do you tell your grandma when she asks what you're studying? 488 01:22:11,545 --> 01:22:13,587 [SPEAKER_00]: Or, Do You All Do Boring Things?" 489 01:22:16,810 --> 01:22:16,990 [SPEAKER_00]: Yeah. 490 01:22:18,772 --> 01:22:22,055 [SPEAKER_00]: Oh wait we need to get the sorry about that yes... 491 01:22:22,375 --> 01:22:23,536 [SPEAKER_00]: The pressure of speaking into 492 01:22:28,860 --> 01:22:29,941 [SPEAKER_04]: Yeah, I was thinking about it. 493 01:22:29,961 --> 01:22:34,064 [SPEAKER_04]: I did a class on lithics last year with... 494 01:22:34,084 --> 01:22:35,445 [SPEAKER_00]: So that's stones right? 495 01:22:35,605 --> 01:22:57,620 [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 Nationology couldn't learn anywhere else so but it's extremely useful for 496 01:22:58,228 --> 01:23:03,592 [SPEAKER_04]: anyone working in Australia and any indigenous people who may not have this knowledge anymore. 497 01:23:03,652 --> 01:23:09,777 [SPEAKER_04]: So I would like to do a little YouTube video say, This is what they're talking about. 498 01:23:09,817 --> 01:23:18,624 [SPEAKER_04]: This how you can look at these stone tools and identify... Yeah so doing sort of translating What other people are doing. 499 01:23:19,505 --> 01:23:21,367 [SPEAKER_04]: Science communication right? 500 01:23:22,847 --> 01:23:24,607 [SPEAKER_00]: That would be super interesting. 501 01:23:24,627 --> 01:23:25,888 [SPEAKER_00]: I like stones." 502 01:23:26,528 --> 01:23:40,292 [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? 503 01:23:40,792 --> 01:23:43,793 [SPEAKER_00]: We've got any excuse talk eels 504 01:23:45,503 --> 01:23:46,663 [SPEAKER_00]: I like stones. 505 01:23:46,683 --> 01:23:51,165 [SPEAKER_00]: You know, if i came across a YouTube channel that said something like that... 506 01:23:51,565 --> 01:23:52,685 [SPEAKER_00]: ...I'd be like oh yeah! 507 01:23:53,025 --> 01:23:53,866 [SPEAKER_00]: I like them too! 508 01:23:54,366 --> 01:23:55,666 [SPEAKER_00]: Does he also talk about rocks? 509 01:23:56,347 --> 01:23:57,187 [SPEAKER_00]: What's the difference?! 510 01:23:59,027 --> 01:23:59,768 [SPEAKER_00]: That would cool. 511 01:24:00,008 --> 01:24:05,129 [SPEAKER_00]: That is sort of thing other people might say Oh yea do you know this guy? 512 01:24:05,169 --> 01:24:08,430 [SPEAKER_00]: He likes rock or stone whatever it is Is there any different? 513 01:24:08,571 --> 01:24:09,811 [SPEAKER_00]: Idk go watch his chanel 514 01:24:17,969 --> 01:24:18,210 [SPEAKER_00]: Oh, we... 515 01:24:25,125 --> 01:24:25,745 [SPEAKER_03]: Thanks. 516 01:24:25,785 --> 01:24:32,587 [SPEAKER_03]: So yeah, that was very interesting and I was just wondering so you mentioned one other example? 517 01:24:32,907 --> 01:24:49,912 [SPEAKER_03]: Peter Adamson with history of philosophy without any gaps And have you looked at kind of other Philosophy YouTube channels or people doing this popular style of philosophy That would recommend as good examples 518 01:24:50,464 --> 01:24:54,970 [SPEAKER_00]: So, I don't consume information in this media myself. 519 01:24:55,310 --> 01:25:07,966 [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 520 01:25:10,297 --> 01:25:13,843 [SPEAKER_00]: Yeah, I'm sure that there are other ones out. 521 01:25:13,883 --> 01:25:20,655 [SPEAKER_00]: There's probably a lot but one of the things about these sorts media is 522 01:25:22,339 --> 01:25:25,421 [SPEAKER_00]: there's never any harm in having somebody else out. 523 01:25:25,481 --> 01:25:37,628 [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 524 01:25:44,323 --> 01:25:47,345 [SPEAKER_00]: is understandable or accessible to somebody. 525 01:25:47,845 --> 01:25:58,792 [SPEAKER_00]: 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 01:25:58,812 --> 01:26:02,714 [SPEAKER_02]: All right James? 527 01:26:04,575 --> 01:26:13,781 [SPEAKER_05]: 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 01:26:15,103 --> 01:26:23,829 [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. 529 01:26:23,849 --> 01:26:42,581 [SPEAKER_05]: So your idea like not editing and it's just a webcam is fine but audio quality really matters And It kinda turns people off very quickly if the audio isn' tvery good Yeah So A Just comment maybe that needs clarifying On that i will say That did get those comments Maybe first two or three videos 530 01:26:42,940 --> 01:26:46,151 [SPEAKER_00]: So I went to my institution and it was like, if you want me to do online teaching. 531 01:26:46,231 --> 01:26:48,659 [SPEAKER_00]: You've got get a podcast quality microphone 532 01:26:48,992 --> 01:26:49,993 [SPEAKER_00]: They said, yes they did. 533 01:26:50,073 --> 01:26:52,995 [SPEAKER_00]: I've used that and no one has ever commented on the sound quality again." 534 01:26:53,035 --> 01:26:54,997 [SPEAKER_00]: So it's a very good point! 535 01:26:55,117 --> 01:26:56,458 [SPEAKER_05]: Yeah so that was going to be the question then? 536 01:26:56,818 --> 01:27:00,341 [SPEAKER_05]: Have you found out how do solve that but yeah there is your answer. 537 01:27:00,501 --> 01:27:04,865 [SPEAKER_00]: At that time my institution was shelling-out money for online teaching... 538 01:27:05,345 --> 01:27:14,633 [SPEAKER_00]: ...I suspect some institutions may still have budgets or your university might even have media team 539 01:27:15,273 --> 01:27:18,614 [SPEAKER_00]: who might have facilities that you may be able to book or borrow. 540 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! 541 01:27:28,818 --> 01:27:29,438 [SPEAKER_00]: So there ya go. 542 01:27:29,478 --> 01:27:29,718 [SPEAKER_00]: Awesome. 543 01:27:30,718 --> 01:27:35,660 [SPEAKER_02]: Alright Sophia? 544 01:27:37,449 --> 01:27:37,949 [SPEAKER_06]: Yeah, thanks. 545 01:27:38,970 --> 01:27:44,815 [SPEAKER_06]: I was thinking do you think there is such a thing as being too dependent on personal enthusiasm? 546 01:27:45,175 --> 01:27:51,521 [SPEAKER_06]: So this example isn't really from social media or anything pop culture connected but they are so enthusiastic about their 547 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. 548 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! 549 01:28:19,522 --> 01:28:25,766 [SPEAKER_06]: This actually hella boring and irrelevant to everything else that goes in these topics 550 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. 551 01:28:35,389 --> 01:28:40,611 [SPEAKER_06]: That got me thinking how far can sheer enthusiasm take you? 552 01:28:40,631 --> 01:28:45,852 [SPEAKER_06]: Maybe there is this kind of limit if your topic is too intrinsically boring . 553 01:28:46,972 --> 01:28:47,333 [SPEAKER_00]: Yeah! 554 01:28:47,653 --> 01:28:49,993 [SPEAKER_00]: Oh...that's a very fair comment. 555 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 556 01:28:56,295 --> 01:29:02,317 [SPEAKER_00]: but they go off and then try to actually read a Logic paper, or even my logic textbook. 557 01:29:02,357 --> 01:29:05,058 [SPEAKER_00]: And are like oh my god this is dull! 558 01:29:08,900 --> 01:29:19,043 [SPEAKER_00]: 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 559 01:29:23,003 --> 01:29:29,165 [SPEAKER_00]: I mean, there are going to be subjects that will be inaccessible for some people. 560 01:29:29,825 --> 01:29:39,408 [SPEAKER_00]: And the best we can do in any kind of context is try and make what were doing as accessible to the widest number of people... 561 01:29:39,428 --> 01:29:42,969 [SPEAKER_00]: There's no amount of enthusiasm 562 01:29:49,065 --> 01:29:54,967 [SPEAKER_00]: that you could have to get me who wants read more about whatever subject your doing. 563 01:29:55,387 --> 01:30:16,193 [SPEAKER_00]: 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 some sort transition and again thats kinda hard part at least if we open gate 564 01:30:18,330 --> 01:30:21,071 [SPEAKER_00]: Then the next step is to think about, how do we actually get people through it? 565 01:30:30,614 --> 01:30:30,934 [SPEAKER_02]: James. 566 01:30:32,834 --> 01:30:40,717 [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 567 01:30:42,346 --> 01:30:46,808 [SPEAKER_05]: Do you think there should be like a concerted effort to sort of address that directly in any these things? 568 01:30:46,889 --> 01:30:50,811 [SPEAKER_05]: Or do you more it's, if we're present and show that this thing are interesting. 569 01:30:50,831 --> 01:30:59,676 [SPEAKER_05]: And actually know what were talking about in various areas then all sorts push back against them I thinking kind the... 570 01:31:00,676 --> 01:31:10,962 [SPEAKER_00]: The stuff i'm doing for public audience More broadly no because That could potentially really put people off 571 01:31:11,830 --> 01:31:33,382 [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. 572 01:31:34,062 --> 01:31:36,804 [SPEAKER_00]: You've got all of these definitions everything follows from 573 01:31:37,314 --> 01:31:39,436 [SPEAKER_00]: it's very objective, black and white. 574 01:31:39,476 --> 01:31:41,057 [SPEAKER_00]: You either have a proof or you don't. 575 01:31:41,077 --> 01:31:56,270 [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? 576 01:31:56,411 --> 01:31:58,092 [SPEAKER_00]: What salient features trying identify 577 01:31:59,573 --> 01:32:06,755 [SPEAKER_00]: What are the bits of an argument that you're trying to emphasize or ignore? 578 01:32:06,835 --> 01:32:08,556 [SPEAKER_00]: All these decisions, there isn't necessarily a clear right and wrong. 579 01:32:08,616 --> 01:32:11,676 [SPEAKER_00]: I tell my students if they decide in this way will have consequences 580 01:32:28,706 --> 01:32:38,112 [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. 581 01:32:40,689 --> 01:32:47,694 [SPEAKER_00]: what are the salient features that we're highlighting, and who gets included as a result of this? 582 01:32:47,794 --> 01:32:53,038 [SPEAKER_00]: And one thing at end up talking about is the relationship between logic or being logical 583 01:33:04,748 --> 01:33:11,704 [SPEAKER_00]: and gendered stereotypes, the ways in which for instance The Manosphere misogyny will use 584 01:33:16,040 --> 01:33:26,584 [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. 585 01:33:28,005 --> 01:33:35,208 [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 586 01:33:42,431 --> 01:33:58,446 [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. 587 01:33:58,506 --> 01:34:01,849 [SPEAKER_00]: It's important we have these explicit conversation with students 588 01:34:06,945 --> 01:34:16,033 [SPEAKER_00]: that the decisions they make have these impacts and this isn't just a game. 589 01:34:16,794 --> 01:34:26,082 [SPEAKER_00]: This is not abstract formal logic you are going to do your derivations, proofs arguments then go away live rest of life No! 590 01:34:26,482 --> 01:34:30,846 [SPEAKER_00]: The entire process what goes on in doing Formal Logic 591 01:34:32,648 --> 01:34:40,275 [SPEAKER_00]: exactly the process that goes on in our daily lives when we are making decisions about who to listen and why. 592 01:34:56,183 --> 01:34:57,484 [SPEAKER_01]: Yeah, thank you for an awesome talk. 593 01:34:57,584 --> 01:35:22,646 [SPEAKER_01]: It made me really interested in formal logic actually but I was wondering about like some fields where there might be something which may be very relevant to people Like political and moral philosophy But the anti-intellectual challenge then is maybe that People are inclined to think Oh yes of course Moral facts do not exist Of course we have free will And so on it might be difficult To draw people when they have 594 01:35:23,607 --> 01:35:30,074 [SPEAKER_01]: When they think that the subject is very straightforward, I don't think people have this kind of use on formal logic. 595 01:35:30,135 --> 01:35:32,177 [SPEAKER_01]: Of course it's not a valid deduction! 596 01:35:32,257 --> 01:35:37,743 [SPEAKER_01]: How do you think THAT challenge can be handled? 597 01:35:37,803 --> 01:35:42,068 [SPEAKER_00]: It IS true if people come to Formal Logic with any preconceptions 598 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. 599 01:35:50,430 --> 01:36:00,101 [SPEAKER_00]: So when you've got a subject matter where people do come with presuppositions... To some extent 600 01:36:01,989 --> 01:36:12,432 [SPEAKER_00]: To some extent, the people who already have presuppositions are not necessarily that you need to reach because they're all ready kind of thinking about and articulating in asking these questions. 601 01:36:12,552 --> 01:36:23,336 [SPEAKER_00]: And then come into a position so maybe like never really thought about it before or may be I've been kinda thinkin' abut but don't know how an answer because there's no vocabulary for free will versus determinism 602 01:36:30,538 --> 01:36:41,520 [SPEAKER_00]: or rules-based ethical theories versus virtue, utilitarianism verses whatever. 603 01:36:41,780 --> 01:36:52,722 [SPEAKER_00]: 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? 604 01:36:59,999 --> 01:37:05,201 [SPEAKER_00]: Because when you think about it, I mean that's a bad example because I took geology 105. 605 01:37:05,341 --> 01:37:10,543 [SPEAKER_00]: A rock is naturally occurring inorganic substance with fixed chemical content and definite crystalline structure. 606 01:37:10,563 --> 01:37:13,764 [SPEAKER_00]: Our TA made us memorize this! 607 01:37:14,264 --> 01:37:24,708 [SPEAKER_00]: 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 608 01:37:25,382 --> 01:37:26,863 [SPEAKER_00]: And I should be thinking about these things. 609 01:37:26,883 --> 01:37:36,510 [SPEAKER_00]: I mean, honestly we need to get like one philosopher and one archeologist and the archaeologists can be talking about things and their philosophy could me like wow! 610 01:37:37,450 --> 01:37:39,392 [SPEAKER_00]: Never would have... How do you define that? 611 01:37:39,812 --> 01:37:41,413 [SPEAKER_00]: What kind of concept is behind that?" 612 01:37:42,074 --> 01:37:46,817 [SPEAKER_00]: There's some really cool conversations that you guys could have 613 01:38:06,763 --> 01:38:07,965 [SPEAKER_02]: Well, all right. 614 01:38:08,146 --> 01:38:16,280 [SPEAKER_02]: If there aren't more comments or questions we'll wrap it up there and thanks Sarah very much! 615 01:38:16,300 --> 01:38:19,065 [SPEAKER_00]: Thank you lots of fun