This is a map of New York State that was made in 1937 by the General Drafting Company. It's an extremely famous map among cartography nerds, because down here at the bottom of the Catskill Mountains, there is a little town called Roscoe -- actually, this will go easier if I just put it up here -- There's Roscoe, and then right above Roscoe is Rockland, New York, and then right above that is the tiny town of Agloe, New York.
Ovo je karta države New York koju je izradila 1937. godine tvrtka General Drafting. Ova karta je jako slavna među kartografskim štreberima, zato što ovdje u podnožju planina Catskill, postoji mali grad imena Roscoe -- zapravo, ovo će ići lakše ako ju prikažemo ovdje gore -- Ovdje je Roscoe, a točno iznad Roscoea je Rockland, New York, a točno iznad toga je maleni gradić Agloe, New York.
Agloe, New York, is very famous to cartographers, because it's a paper town. It's also known as a copyright trap. Mapmakers -- because my map of New York and your map of New York are going to look very similar, on account of the shape of New York -- often, mapmakers will insert fake places onto their maps, in order to protect their copyright. Because then, if my fake place shows up on your map, I can be well and truly sure that you have robbed me. Agloe is a scrabblization of the initials of the two guys who made this map, Ernest Alpers and Otto [G.] Lindberg, and they released this map in 1937. Decades later, Rand McNally releases a map with Agloe, New York, on it, at the same exact intersection of two dirt roads in the middle of nowhere. Well, you can imagine the delight over at General Drafting. They immediately call Rand McNally, and they say, "We've caught you! We made Agloe, New York, up. It is a fake place. It's a paper town. We're going to sue your pants off!" And Rand McNally says, "No, no, no, no, Agloe is real." Because people kept going to that intersection of two dirt roads --
Agloe, New York, je veoma slavan među kartografima, zato što je grad na papiru. Također je poznat kao zamka autorskog prava. Izrađivači karata -- zato što će moja i vaša karta New Yorka izgledati veoma slično, zbog samog oblika New Yorka -- izdrađivači karata bi često ubacili lažna mjesta na svoje karte, da bi zaštitili svoje autorsko pravo. Onda, kad bi se moje lažno mjesto pojavilo na tvojoj karti, mogao bih biti siguran da si me pokrao. Agloe je škrabotina inicijala dvojice tipova koji su napravili ovu kartu, Ernest Alpers i Otto G. Linberg, koji su pustili ovu kartu u javnost 1937. Desetljeća kasnije, Rand McNally predstavlja kartu sa Agloeom, New York, na njoj, na istom križanju dva zemljana puta usred ničega. Možete zamisliti ushićenje u General Draftingu. Odmah su nazvali Randa McNallyja, i rekli, "Uhvatili smo te! Mi smo izmislili Agloe, New York. To je lažno mjesto. Grad na papiru. Tužit ćemo te!" Rand McNally im je odgovorio, "Ne, ne, ne, Agloe je stvaran." Zato što su ljudi nastavili posjećivati to križanje te dvije ceste --
(Laughter)
(Smijeh)
in the middle of nowhere, expecting there to be a place called Agloe -- someone built a place called Agloe, New York.
usred ničega, očekujući tamo mjesto imena Agloe -- netko je sagradio mjesto i nazvao ga Agloe, New York.
(Laughter)
(Smijeh)
It had a gas station, a general store, two houses at its peak.
Imalo je benzinsku pumpu, trgovinu, dvije kuće najviše.
(Laughter)
(Smijeh)
And this is of course a completely irresistible metaphor to a novelist, because we would all like to believe that the stuff that we write down on paper can change the actual world in which we're actually living, which is why my third book is called "Paper Towns".
Ovo je naravno romanopiscima potpuno neodoljiva metafora, jer bi svatko od nas volio vjerovati da ono što zapišemo na papir zaista može promijeniti svijet u kojem živimo, zato se moja treća knjiga zove "Gradovi na papiru".
But what interests me ultimately more than the medium in which this happened, is the phenomenon itself. It's easy enough to say that the world shapes our maps of the world, right? Like the overall shape of the world is obviously going to affect our maps. But what I find a lot more interesting is the way that the manner in which we map the world changes the world. Because the world would truly be a different place if North were down. And the world would be a truly different place if Alaska and Russia weren't on opposite sides of the map. And the world would be a different place if we projected Europe to show it in its actual size. The world is changed by our maps of the world. The way that we choose -- sort of, our personal cartographic enterprise, also shapes the map of our lives, and that in turn shapes our lives.
Ono što me još više zanima od medija na kojem se ovo dogodilo, je fenomen sam po sebi. Lako je reći da svijet oblikuje naše karte svijeta, jel tako? Kao što sveukupni oblik svijeta očito utječe na naše karte. Ono što je mnogo zanimljivije je način na koji mapiramo svijet, mijenja taj isti svijet. Zato što bi svijet zaista bio drukčije mjesto da je sjever dolje. Svijet bi bio zaista drukčije mjesto da Aljaska i Rusija nisu na suprotnim stranama karte. I svijet bi bio drukčije mjesto kada bi prikazivali Europu u stvarnoj veličini. Svijet se mijenja zajedno sa našim mapiranjem istoga. Način koji smo izabrali -- djelomično, naš osobni kartografski poduhvat, također oblikuje karte naših života, a to naposlijetku oblikuje naše živote.
I believe that what we map changes the life we lead. And I don't mean that in some, like, secret-y Oprah's Angels network, like, you-can-think-your-way- out-of-cancer sense. But I do believe that while maps don't show you where you will go in your life, they show you where you might go. You very rarely go to a place that isn't on your personal map.
Vjerujem da ono što mapiramo mijenja život koji vodimo. I ne mislim to kao u tajnovitom, Oprah Angels mreže tipa, možeš-mislima-zaustaviti-rak smislu. Ali vjerujem da iako karte ne pokazuju gdje ćeš u životu sljedeće ići, one pokazuju gdje bi mogao ići. Rijetko idete na mjesta koje nisu na vašoj osobnoj karti.
So I was a really terrible student when I was a kid. My GPA was consistently in the low 2s. And I think the reason that I was such a terrible student is that I felt like education was just a series of hurdles that had been erected before me, and I had to jump over in order to achieve adulthood. And I didn't really want to jump over these hurdles, because they seemed completely arbitrary, so I often wouldn't, and then people would threaten me, you know, they'd threaten me with this "going on [my] permanent record," or "You'll never get a good job." I didn't want a good job! As far as I could tell at eleven or twelve years old, like, people with good jobs woke up very early in the morning,
Bio sam zaista loš učenik kad sam bio dijete. Prosjek mi je uvijek bio niska trojka. Mislim da je razlog mojim lošim ocjenama bilo to što mi se obrazovanje uvijek činilo kao niz prepreka koje je netko postavio pred mene, i ja moram sve preskočiti da bih postigao odraslost. A ja nisam baš htio preskakati ove prepreke, zato što su izgledale potpuno proizvoljne, i tako često ni ne bih, pa su mi ljudi prijetili, znate, prijetili su mi sa, "ovo ti ide u trajni zapis," ili "Nikad nećeš naći dobar posao." Ja nisam ni htio dobar posao! Koliko sam mogao vidjeti sa jedanaest, ili dvanaest godina, ljudi sa dobrim poslovima se ustaju vrlo rano ujutro,
(Laughter)
(Smijeh)
and the men who had good jobs, one of the first things they did was tie a strangulation item of clothing around their necks. They literally put nooses on themselves, and then they went off to their jobs, whatever they were. That's not a recipe for a happy life. These people -- in my, symbol-obsessed, twelve year-old imagination -- these people who are strangling themselves as one of the first things they do each morning, they can't possibly be happy. Why would I want to jump over all of these hurdles and have that be the end? That's a terrible end!
a muškarci koji imaju dobre poslove, prva stvar koju naprave je da zavežu odjevni predmet za vješanje oko vratova. Doslovno stavljaju omču na sebe, i onda odlaze na svoje poslove, što god to bilo. To nije recept za sretan život. Ovi ljudi -- u mojoj, simbolima opsjednutoj dvanaestogodišnjoj mašti -- ti ljudi koji su sami sebe vješali među prvim stvarima koje naprave svako jutro, oni nikako ne mogu biti sretni. Zašto bih uopće htio preskakati sve te prepreke i tako završiti? To je užasan završetak!
And then, when I was in tenth grade, I went to this school, Indian Springs School, a small boarding school, outside of Birmingham, Alabama. And all at once I became a learner. And I became a learner, because I found myself in a community of learners. I found myself surrounded by people who celebrated intellectualism and engagement, and who thought that my ironic oh-so-cool disengagement wasn't clever, or funny, but, like, it was a simple and unspectacular response to very complicated and compelling problems. And so I started to learn, because learning was cool. I learned that some infinite sets are bigger than other infinite sets, and I learned that iambic pentameter is and why it sounds so good to human ears. I learned that the Civil War was a nationalizing conflict, I learned some physics, I learned that correlation shouldn't be confused with causation -- all of these things, by the way, enriched my life on a literally daily basis. And it's true that I don't use most of them for my "job," but that's not what it's about for me. It's about cartography.
A onda, kad sam išao u deseti razred, išao sam u tu školu, Indian Spring školu, mali internat, izvan Birminghama u Alabami. I odjednom sam postao učenik. A postao sam učenik, jer sam se našao u zajednici učenika. Našao sam se okružen ljudima koji su slavili intelektualizam i angažman, i koji su mislili da moja ironična tako-cool nezainteresiranost nije pametna, ili smiješna, nego je jednostavan i neosobit odgovor na veome složene i nesavladive probleme. Tako da sam i ja počeo učiti, jer je učenje bilo cool. Naučio sam da su neki beskonačni nizovi veći od drugih beskonačnih nizova, naučio sam što je jampski pentametar i zašto zvuči tako dobro ljudskim ušima. Naučio sam da je Građanski rat bio nacionalizacijski sukob, naučio sam nešto fizike, naučio sam da korelaciju ne treba miješati sa kauzalnošću -- sve ove stvari, usput, su obogatile moj život doslovno na dnevnoj bazi. Istina je da ih većinu ne koristim u svom poslu, ali to kod mene ni nije bitno. Radi se o kartografiji.
What is the process of cartography? It's, you know, sailing upon some land, and thinking, "I think I'll draw that bit of land," and then wondering, "Maybe there's some more land to draw." And that's when learning really began for me. It's true that I had teachers that didn't give up on me, and I was very fortunate to have those teachers, because I often gave them cause to think there was no reason to invest in me. But a lot of the learning that I did in high school wasn't about what happened inside the classroom, it was about what happened outside of the classroom. For instance, I can tell you that "There's a certain Slant of light, Winter Afternoons -- That oppresses, like the Heft Of Cathedral Tunes --" not because I memorized Emily Dickinson in school when I was in high school, but because there was a girl when I was in high school, and her name was Amanda, and I had a crush on her, and she liked Emily Dickinson poetry. The reason I can tell you what opportunity cost is, is because one day when I was playing Super Mario Kart on my couch, my friend Emmet walked in, and he said, "How long have you been playing Super Mario Kart?" And I said, "I don't know, like, six hours?" and he said, "Do you realize that if you'd worked at Baskin-Robbins those six hours, you could have made 30 dollars, so in some ways, you just paid thirty dollars to play Super Mario Kart." And I was, like, "I'll take that deal."
Kako ide kartografski proces? Jedrite nekom zemljom i mislite, "Mislim da ću nacrtati taj komad zemlje," i pitate se, "Ima li možda još zemlje za nacrtati." I tada je učenje zaista započelo za mene. Istina je da sam imao učitelje koji nisu odustajali od mene, i veoma sam sretan što sam imao takve učitelje, često sam im davao povoda da pomisle da se ne isplati ulagati u mene. No, većina učenja tijekom srednje škole nije bila vezana uz ono što se događa u učionici, nego ono što se događa izvan nje. Na primjer, mogu vam reći "Ima neka svetlost U zimsko popodne, koja -- Tišti kao u katedrali Teret poja." ne zato što sam učio napamet Emily Dickinson u školi kad sam bio u srednjoj školi, nego zato što je postojala jedna djevojka u srednjoj školi, i ime joj je bilo Amanda, i bio sam zaljubljen u nju, i ona je voljela poeziju Emily Dickinson. Razlog zašto vam mogu reći što je oportunitetni trošak, je zato što sam jedan dan igrao Super Mario Kart na sofi, i moj prijatelj Emmet je ušao i rekao, "Koliko dugo već igraš Super Mario Kart?" Rekao sam, "Ne znam, možda, šest sati?", a on je rekao, "Znaš, da si radio u Baskin-Robbinsu tih šest sati, mogao si zaraditi 30 dolara, tako da si na neki način, upravo platio 30 dolara za igranje Super Mario Kart." A ja na to, "Dobra pogodba!"
(Laughter)
(Smijeh)
But I learned what opportunity cost is.
Ali sam naučio što je oportunitetni trošak.
And along the way, the map of my life got better. It got bigger; it contained more places. There were more things that might happen, more futures I might have. It wasn't a formal, organized learning process, and I'm happy to admit that. It was spotty, it was inconsistent, there was a lot I didn't know. I might know, you know, Cantor's idea that some infinite sets are larger than other infinite sets, but I didn't really understand the calculus behind that idea. I might know the idea of opportunity cost, but I didn't know the law of diminishing returns. But the great thing about imagining learning as cartography, instead of imagining it as arbitrary hurdles that you have to jump over, is that you see a bit of coastline, and that makes you want to see more. And so now I do know at least some of the calculus that underlies all of that stuff.
A putem se, karta moga života poboljšala. Povećala se; sadržavala više mjesta. Pojavilo se više stvari koje se mogu dogoditi, više budućnosti koje mogu imati. To nije bio službeni, organizirani proces učenja, i sretan sam što to mogu priznati. Bilo je nedosljedno, nestalno, i mnogo toga nisam znao. Mogao sam znati, Kantorovu ideju da su neki beskonačni nizovi veći od drugih beskončnih nizova, no nisam uistinu razumio računicu iza te ideje. Mogao sam znati ideju oportunitetnog troška, ali nisam znao zakon opadajućih prinosa. Sjajna stvar kod zamišljanja učenja kao kartografije, je što umjesto da ih zamišljate kao proizvoljne prepreke koje morate preskočiti, vidite djelić obale, te želite vidjeti još više. I sada znam makar malo matematike koja je temelj svih tih stvari.
So, I had one learning community in high school, then I went to another for college, and then I went to another, when I started working at a magazine called "Booklist," where I was an assistant, surrounded by astonishingly well-read people. And then I wrote a book. And like all authors dream of doing, I promptly quit my job.
Dakle, imao sam zajednicu za učenje u srednjoj školi, onda sam krenuo na fakultet, i onda sam išao na drugi, i onda sam počeo raditi za časopis imena "Booklist", gdje sam bio asistent, okružen zadivljujuće načitanim ljudima. A onda sam napisao knjigu. I kao što svi autori sanjaju, dao sam otkaz.
(Laughter)
(Smijeh)
And for the first time since high school, I found myself without a learning community, and it was miserable. I hated it. I read many, many books during this two-year period. I read books about Stalin, and books about how the Uzbek people came to identify as Muslims, and I read books about how to make atomic bombs, but it just felt like I was creating my own hurdles, and then jumping over them myself, instead of feeling the excitement of being part of a community of learners, a community of people who are engaged together in the cartographic enterprise of trying to better understand and map the world around us.
Po prvi puta nakon srednje škole, našao sam se bez zajednice za učenje, i bilo je očajno. Mrzio sam to. Pročitao sam jako mnogo knjiga u razdoblju od dvije godine. Pročitao sam knjige o Staljinu, knjige o kako su se Uzbeci identificirali kao Muslimani, i o tome kako napraviti atomsku bombu, ali sam se osjećao kao da sam sebi stvaram prepreke, i onda ih preskačem umjesto da osjećam ushićenje što sam dio zajednice za učenje, zajednice ljudi koji su zajedno uključeni u kartografski poduhvat boljeg razumijevanja i mapiranja svijeta oko nas.
And then, in 2006, I met that guy. His name is Ze Frank. I didn't actually meet him, just on the Internet. Ze Frank was running, at the time, a show called "The Show with Ze Frank," and I discovered the show, and that was my way back into being a community learner again. Here's Ze talking about Las Vegas:
A onda, 2006. godine, sam sreo tog tipa. Njegovo ime je Ze Frank. Nisam ga zaista sreo, samo na internetu. Ze Frank je vodio, u to vrijeme, program imena "Program sa Ze Frankom," ja sam otkrio taj program, i to je bio moj put natrag u zajednicu za učenje opet. Ovdje Ze govori o Las Vegasu:
(Video) Ze Frank: Las Vegas was built in the middle of a huge, hot desert. Almost everything here was brought from somewhere else -- the sort of rocks, the trees, the waterfalls. These fish are almost as out of place as my pig that flew. Contrasted to the scorching desert that surrounds this place, so are these people. Things from all over the world have been rebuilt here, away from their histories, and away from the people that experience them differently. Sometimes improvements were made -- even the Sphinx got a nose job. Here, there's no reason to feel like you're missing anything. This New York means the same to me as it does to everyone else. Everything is out of context, and that means context allows for everything: Self Parking, Events Center, Shark Reef. This fabrication of place could be one of the world's greatest achievements, because no one belongs here; everyone does. As I walked around this morning, I noticed most of the buildings were huge mirrors reflecting the sun back into the desert. But unlike most mirrors, which present you with an outside view of yourself embedded in a place, these mirrors come back empty.
(Video) Ze Frank: Las Vegas je izgrađen usred ogromne, vruće pustinje. Skoro sve ovdje je doneseno sa nekog drugog mjesta -- vrste kamena, stabala, vodopadi. Ove ribe pripada ovdje jednako kao svinje koje lete. U suprotnosti sa spaljujućom pustinjom koja okružuje ovo mjesto, su i ovi ljudi. Stvari iz svih dijelova svijeta su ovdje sagrađene, daleko od njihovih povijesti, i daleko od ljudi koji ih drukčije doživljavaju. Ponekad su i poboljšane -- čak je i Sfinga imala operaciju nosa. Ovdje, nema razloga da se osjećate kao da nešto propuštate. Ovaj New York meni znači isto što svima ostalima. Sve je izvan konteksta, a to znači da kontekst dopušta sve: Samostalno parkiranje, centar događanja, greben morskih pasa. Ovo izmišljeno mjesto bi moglo biti jedno od najvećih ljudskih postignuća, zato što ovdje nitko ne pripada; a opet svi pripadaju. Dok sam šetao jutros, primjetio sam da je većina zgrada ogromno zrcalo koje reflektira sunce natrag u pustinju. Ali za razliku od drugih zrcala, koja vam odražavaju vanjski pogled sebe uključenog u mjesto, ova zrcala vraćaju praznoću.
John Green: Makes me nostalgic for the days when you could see the pixels in online video.
John Green: Vraća mi se nostalgija za danima kad su se vidjeli pikseli na online videu.
(Laughter)
(Smijeh)
Ze isn't just a great public intellectual, he's also a brilliant community builder, and the community of people that built up around these videos was in many ways a community of learners. So we played Ze Frank at chess collaboratively, and we beat him. We organized ourselves to take a young man on a road trip across the United States. We turned the Earth into a sandwich, by having one person hold a piece of bread at one point on the Earth, and on the exact opposite point of the Earth, have another person holding a piece of bread. I realize that these are silly ideas, but they are also "learny" ideas, and that was what was so exciting to me, and if you go online, you can find communities like this all over the place. Follow the calculus tag on Tumblr, and yes, you will see people complaining about calculus, but you'll also see people re-blogging those complaints, making the argument that calculus is interesting and beautiful, and here's a way in to thinking about the problem that you find unsolvable. You can go to places like Reddit, and find sub-Reddits, like "Ask a Historian" or "Ask Science," where you can ask people who are in these fields a wide range of questions, from very serious ones to very silly ones. But to me, the most interesting communities of learners that are growing up on the Internet right now are on YouTube, and admittedly, I am biased. But I think in a lot of ways, the YouTube page resembles a classroom. Look for instance at "Minute Physics," a guy who's teaching the world about physics:
Ze nije samo sjajan javni intelektualac, već i genijalni osnivač zajednica, a zajednica ljudi koja se stvorila oko ovih snimaka je u mnogo čemu zajednica učenika. Tako da smo igrali sa Ze Frankom šah, i u suradnji ga pobijedili. Organizirali smo se da jedan mladić krene na put po SAD-u. Pretvorili smo Zemlju u sendvič, tako da je jedna osoba držala komad kruha u jednoj točki na Zemlji, a točno na suprotnoj točki Zemlje, je druga osoba držala drugi komad kruha. Shvaćam da su to smiješne ideje, ali su također ideje koje potiču učenje, a to je ono što je meni toliko uzbudljivo i ako odete na internet, možete pronaći ovakve zajednice svugdje. Pratite oznaku calculus na Tumblru, i da, vidjet ćete ljude koji se žale na matematiku, ali ćete, također, naći i ljude koji odgovaraju na takve prigovore, argumentirajući da je matematika zanimljiva i predivna, a i evo i načina da razmislite o problemima koje smatrate nerješivima. Možete otići na stranice kao Reddit, i naći pod-Reddite, kao što su "Pitaj povjesničara" ili "Pitaj znanost" gdje možete pitati ljude koji se bave tim područjima velik broj pitanja, od vrlo ozbiljni do onih vrlo luckastih. Ali za mene, najzanimljivija zajednica za učenje koja se upravo širi na Internetu je na Youtubeu, i priznajem, pristran sam. Ali mislim da na mnogo načina, Youtube stranica sliči na učionicu. Pogledajte na primjer "Minute Physics" tip koji uči svijet o fizici:
(Video) Let's cut to the chase. As of July 4, 2012, the Higgs boson is the last fundamental piece of the standard model of particle physics to be discovered experimentally. But, you might ask, why was the Higgs boson included in the standard model, alongside well-known particles like electrons and photons and quarks, if it hadn't been discovered back then in the 1970s? Good question. There are two main reasons. First, just like the electron is an excitation in the electron field, the Higgs boson is simply a particle which is an excitation of the everywhere-permeating Higgs field. The Higgs field in turn plays an integral role in our model for the weak nuclear force. In particular, the Higgs field helps explain why it's so weak. We'll talk more about this in a later video, but even though weak nuclear theory was confirmed in the 1980s, in the equations, the Higgs field is so inextricably jumbled with the weak force, that until now we've been unable to confirm its actual and independent existence.
(Video) Pređimo na stvar. 4. srpnja 2012. Higgsov bozon je zadnji temeljni dio standardnog modela fizike čestica koji će se eksperimentalno otkriti Ali, možete pitati, zašto je Higgsov bozon uključen u standardni model, pored dobro poznatih čestica kao što su elektroni i fotoni i kvarkovi, ako nije otkriven još 70-tih godina? Dobro pitanje. Postoje dva glavna razloga. Prvo, baš kao što je elektron pobuda elektonskog polja, tako je i Higgsov bozon jednostavno čestica koja je pobuda sveprožimajućeg Higgsovog polja. Higgsovo polje igra sastavnu ulogu u našem modelu za slabu nuklearnu silu. Posebno, Higgsovo polje pomaže objasniti zašto je tako slaba. Pričat ćemo više o tome u kasnijem videu, ali iako je slaba nuklearna teorija potvrđena 80-tih, u jednadžbama, Higgsovo polje je tako neraskidivo zbrkano sa slabom silom, da dosad nismo mogli potvrditi stvarno i samostalno postojanje.
JG: Or here's a video that I made as part of my show "Crash Course," talking about World War I:
JG: Ili ovo je moja snimka kao dio mog programa "Crash Course" dok pričam o Drugom svjetskom ratu:
(Video) The immediate cause was of course the assassination in Sarajevo of the Austrian Archduke Franz Ferdinand, on June 28, 1914, by a Bosnian-Serb nationalist named Gavrilo Princip. Quick aside: It's worth noting that the first big war of the twentieth century began with an act of terrorism. So Franz Ferdinand wasn't particularly well-liked by his uncle, the emperor Franz Joseph -- now that is a mustache! But even so, the assassination led Austria to issue an ultimatum to Serbia, whereupon Serbia accepted some, but not all, of Austria's demands, leading Austria to declare war against Serbia. And then Russia, due to its alliance with the Serbs, mobilized its army. Germany, because it had an alliance with Austria, told Russia to stop mobilizing, which Russia failed to do, so then Germany mobilized its own army, declared war on Russia, cemented an alliance with the Ottomans, and then declared war on France, because, you know, France.
(Video) Neposredni uzrok je, naravno, bio atentat u Sarajevu austrijskog nadvojvode Franje Ferdinanda, 28. lipnja 1914., od strane bosansko-srpskog nacionalista imena Gavrilo Princip. Usput: Vrijedi znati da je prvi veliki rat dvadesetog stoljeća počeo činom terorizma. Franju Ferdinanda nije posebno volio njegov ujak, car Franjo Josip -- E to su brkovi! Svejedno, atentat je doveo do toga da Austrija izda ultimatum Srbiji, gdje je Srbija prihvatila neke, ali ne sve, austrijske zahtjeve, što je dovelo do toga da je Austrija objavila rat Srbiji. A onda je Rusija, zbog savezništva sa Srbijom, mobilizirala vojsku. Njemačka je, zbog savezništva sa Austrijom tražila Rusiju da prestane sa mobilizacijom, što Rusija nije prihvatila, tako da je i Njemačka mobilizirala vojsku, objavila rat Rusiji, učvrstila savez sa Otomanskim carstvom, i objavila rat Francuskoj, zato što, pa to je Francuska.
(Laughter)
(Smijeh)
And it's not just physics and world history that people are choosing to learn through YouTube. Here's a video about abstract mathematics.
I nije samo fizika i svjetska povijest ono što ljudi biraju učiti preko Youtubea. Evo videa o apstraktnoj matematici.
(Video) So you're me, and you're in math class yet again, because they make you go every single day. And you're learning about, I don't know, the sums of infinite series. That's a high school topic, right? Which is odd, because it's a cool topic, but they somehow manage to ruin it anyway. So I guess that's why they allow infinite series in the curriculum. So, in a quite understandable need for distraction, you're doodling and thinking more about what the plural of "series" should be than about the topic at hand: "serieses," "seriese," "seriesen," and "serii?" Or is it that the singular should be changed: one "serie," or "serum," just like the singular of "sheep" should be "shoop." But the whole concept of things like 1/2 + 1/4 + 1/8 + 1/16 and so on approaches one, is useful if, say, you want to draw a line of elephants, each holding the tail of the next one: normal elephant, young elephant, baby elephant, dog-sized elephant, puppy-sized elephant, all the way down to Mr. Tusks and beyond. Which is at least a tiny bit awesome, because you can get an infinite number of elephants in a line, and still have it fit across a single notebook page.
(Video) Vi ste ja, i opet ste na satu matematike, zato što vas tjeraju da idete svaki dan. I učite o, ne znam, sumi beskonačnih nizova. To je tema u srednjoj školi, jel? Što je čudno, jer je cool tema, ali ju svejedno nekako uspiju pokvariti. Mislim da zato i dopuste beskončne nizove u nastavnom planu. Tako, zbog sasvim razumljive potrebe za zabavom, škrabate i mislite više o tome kako zvuči množina riječi "series" i o zadanoj temi: "serieses", "seriese," "seriesen," i "serii?" ili bi trebali jedninu promijeniti: "serie" ili "serum", kao što bi jednina riječi "sheep" trebala biti "shoop". Cijeli koncept stvari kao što su 1/2 + 1/4 + 1/8 + 1/16 itd se približava jedinici, je koristan ako želite nacrtati liniju slonova, gdje svaki drži rep sljedećeg: normalan slon, mladi slon, beba slon, slon veličine psa, slon veličine šteneta, sve do Mr. Tusksa i poslije. Što je bar u neku ruku odlično, zato što možete imati beskonačan broj slonova u redu, i da svejedno stanu na jednu stranicu bilježnice.
JG: And lastly, here's Destin, from "Smarter Every Day," talking about the conservation of angular momentum, and, since it's YouTube, cats:
JG: I naposlijetku, ovdje je Dastin, sa "Smarter Every Day", priča o očuvanju kutne količine gibanja, i budući da se radi o Youtubeu, mačke:
(Video) Hey, it's me, Destin. Welcome back to "Smarter Every Day." So you've probably observed that cats almost always land on their feet. Today's question is: why? Like most simple questions, there's a very complex answer. For instance, let me reword this question: How does a cat go from feet-up to feet-down in a falling reference frame, without violating the conservation of angular momentum?
(Video) Hej, ja sam, Dastin. Dobro došli u "Smarter Every Day" Vjerojatno ste primjetili da se mačke uvijek dočekaju na noge. Današnje pitanje je: zašto? Kao i kod većine jednostavnih pitanja, odgovor je vrlo složen. Na primjer, doslovce ću ponoviti pitanje: Kako se mačka okrene od noge-gore na noge-dolje u referentnog okviru pada, bez kršenja očuvanja kutne količine gibanja?
(Laughter)
(Smijeh)
JG: So, here's something all four of these videos have in common: They all have more than half a million views on YouTube. And those are people watching not in classrooms, but because they are part of the communities of learning that are being set up by these channels. And I said earlier that YouTube is like a classroom to me, and in many ways it is, because here is the instructor -- it's like the old-fashioned classroom: here's the instructor, and then beneath the instructor are the students, and they're all having a conversation. And I know that YouTube comments have a very bad reputation in the world of the Internet, but in fact, if you go on comments for these channels, what you'll find is people engaging the subject matter, asking difficult, complicated questions that are about the subject matter, and then other people answering those questions. And because the YouTube page is set up so that the page in which I'm talking to you is on the exact -- the place where I'm talking to you is on the exact same page as your comments, you are participating in a live and real and active way in the conversation. And because I'm in comments usually, I get to participate with you. And you find this whether it's world history, or mathematics, or science, or whatever it is.
JG: Evo nešto što sva četiri videa imaju zajedničko: Svi imaju više nego pola milijuna pogleda na Youtubeu. I to su ljudi koji ne gledaju u učionicama, nego zato što su dio zajednice učenja koje su stvorili ovi kanali. Kao što sam i ranije rekao, Youtube je kao učionica za mene, i na mnogo načina jeste, zato što, evo predavača-- kao staromodna učionica: evo predavača, i ispod predavača su studenti, i svi oni raspravljaju. Znam da Youtube komentari imaju vrlo lošu reputaciju u svijetu interneta, ali ustvari, ako pogledate komentare na ovim kanalima, vidjet ćete da se ljudi uključuju u glavni predmet, ispituju teška, složena pitanja vezana uz temu, i ostali ljudi odgovaraju ta pitanja. Zato što je Youtube stranica tako postavljena da je stranica na kojoj pričam s vama na istoj -- mjesto gdje pričam s vama je na istoj stranici kao i vaši komentari, sudjelujute uživo u stvarnom i aktivnom razgovoru. Budući da sam i ja u komentarima, i ja sudjelujem sa vama. i naći ćete to, bilo da se radi o povijesti, matematici, znanosti ili bilo čemu drugom.
You also see young people using the tools and the sort of genres of the Internet in order to create places for intellectual engagement, instead of the ironic detachment that maybe most of us associate with memes and other Internet conventions -- you know, "Got bored. Invented calculus." Or, here's Honey Boo Boo criticizing industrial capitalism:
Vidjet ćete mlade ljude koji koriste alate i žanrove na internetu da bi stvorili mjesta za intelektualno sudjelovanje, umjesto ironične otuđenosti koju većina nas povezuju sa mimovima i ostalim internet konvencijama -- znate, "Bilo mu dosadno. Izmislio račun." Ili, evo Honey Boo Boo kritizira industijalni kapitalizam:
["Liberal capitalism is not at all the Good of humanity. Quite the contrary; it is the vehicle of savage, destructive nihilism."]
["Liberalni kapitalizam nije uopće Dobro čovječanstva. Baš suprotno; to je sredstvo divljaštva, destruktivnog nihilizma.]
In case you can't see what she says ... yeah.
U slučaju da ne vidite što kaže...
I really believe that these spaces, these communities, have become for a new generation of learners, the kind of communities, the kind of cartographic communities that I had when I was in high school, and then again when I was in college. And as an adult, re-finding these communities has re-introduced me to a community of learners, and has encouraged me to continue to be a learner even in my adulthood, so that I no longer feel like learning is something reserved for the young. Vi Hart and "Minute Physics" introduced me to all kinds of things that I didn't know before. And I know that we all hearken back to the days of the Parisian salon in the Enlightenment, or to the Algonquin Round Table, and wish, "Oh, I wish I could have been a part of that, I wish I could have laughed at Dorothy Parker's jokes." But I'm here to tell you that these places exist, they still exist. They exist in corners of the Internet, where old men fear to tread.
Zaista vjerujem da ova mjesta, ove zajednice, postaju nove generacije učenika, vrsta zajednica, vrsta kartografskih zajednica koje sam ja imao dok sam išao u srednju školu i opet na fakultetu. A kad sam odrastao, ponovo nalazeći ovakve zajednice me ponovo predstavilo zajednici za učenje, i ohrabrilo da nastavim učiti i u odrasloj dobi, tako da više ne osjećam kao da je učenje nešto rezervirano za mlade. Vi Hart i "Minute Physics" me upoznalo sa svakakvim stvarima koje nisam znao prije. Znam da svi slušamo o danima Pariškog salona u doba Prosvjetiteljstva, ili okruglom stolu Algonquin, i poželimo, "Oh, da sam bar bio dio toga, Da sam se bar mogao smijati šalama Dorothy Parker." Ali upravo vam govorim da takva mjesta postoje, još uvijek postoje. Postoje u kutevima interneta, gdje se stariji boje kročiti.
(Laughter)
(Smijeh)
And I truly, truly believe that when we invented Agloe, New York, in the 1960s, when we made Agloe real, we were just getting started.
I zaista, zaista vjerujem da kad smo izmislili Agloe, New York, 60-tih, kad smo ga učinili stvarnim, tada smo tek počinjali.
Thank you.
Hvala vam.
(Applause)
(Pljesak)