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 Njujork, napravila ju je firma Dženeral Drafting, 1937. godine. To je izuzetno poznata karta među štreberima kartografije jer se ovde dole u podnožju planina Katskil nalazi maleni grad po imenu Rosko - zapravo, biće lakše, ako ovo postavim ovde - Imamo Rosko, a onda tačno iznad Roska je Rokland u Njujorku, a onda tačno iznad toga je maleni grad Aglo u Njujorku.
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 --
Aglo u Njujorku je veoma poznat među kartografima jer je to grad od papira. Poznat je i kao klopka autorskih prava. Tvorci mapa - jer moja mapa Njujorka i vaša mapa Njujorka će da izgledaju veoma slično, zbog oblika Njujorka - često će tvorci karata ubaciti lažna mesta na svoje mape, da bi zaštitili svoja autorska prava. Jer onda, ako se moje lažno mesto pojavi na vašoj karti, mogu da budem zaista i uistinu siguran da ste me pokrali. Aglo je škrabotina inicijala dva lika koja su napravila ovu kartu, Ernesta Alpersa i Ota [G.] Lindberga, a objavili su ovu kartu 1937. Decenijama kasnije, Rand Meknali objavljuje kartu sa Agloom, Njujork, na njoj na identičnoj raskrsnici dva prašnjava puta u sred nedođije. Pa, možete da zamislite radost u Dženeral draftingu. Odmah su nazvali Randa Meknalija i rekli: "Uhvatili smo te! Mi smo izmislili Aglo u Njujorku. To je lažno mesto. To je grad od papira. Tužićemo te do poslednje pare!" A Rand Meknali odgovara: "Ne, ne, ne, ne, Aglo je stvaran." Jer su ljudi stalno išli na tu raskrsnicu dva prašnjava puta -
(Laughter)
(Smeh)
in the middle of nowhere, expecting there to be a place called Agloe -- someone built a place called Agloe, New York.
u sred nedođije, očekujući da će tu zateći mesto zvano Aglo - neko je sagradio mesto nazvano Aglo u Njujorku.
(Laughter)
(Smeh)
It had a gas station, a general store, two houses at its peak.
Imalo je benzinsku pumpu, jedan market, dve kuće na krajevima.
(Laughter)
(Smeh)
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".
I ovo je, naravno, potpuno neodoljiva metafora za pisca jer bismo svi mi voleli da verujemo da ono što stavljamo na papir može da promeni stvarni svet u kome zapravo živimo, zato se moja treća knjiga zove "Gradovi od papira".
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.
Ali mene naposletku interesuje, više od samog medija u kom se ovo desilo, fenomen sam po sebi. Prilično je lako reći da svet oblikuje naše karte sveta, zar ne? Na primer, kompletan oblik sveta će očigledno da utiče na naše karte. Ali pronalazim da je zanimljivije to kako način na koji predstavljamo svet na kartama, menja svet. Jer svet bi bio zaista drugačije mesto, kad bi sever bio dole. I svet bi bi zaista drugačije mesto kad Aljaska i Rusija ne bi bile na suprotnim stranama karte. I svet bi bio drugačije mesto kada bismo prikazivali Evropu u istinskoj razmeri. Svet su promenile naše karte sveta. Način na koji biramo - otprilike, naše lično kartografsko ustrojstvo, takođe oblikuje karte našeg života, a to, zauzvrat, 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.
Verujem da ono što stavljamo na karte menja živote koje vodimo. I ne mislim o tome u smislu tajnovite mreže Oprini anđeli, kao u smislu možete-mislima- da-se-oslobodite-raka. Ali verujem da, iako vam karte ne pokazuju kuda ćete ići u životu, one vam pokazuju kuda biste mogli poći. Veoma retko odlazite na mesto koje nije na vašoj ličnoj 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,
Dakle, ja sam bio uistinu loš đak, kad sam bio dete. Prosek mi se konstantno kretao oko slabe dvojke. A mislim da je razlog tome što sam bio loš đak to što sam smatrao da je obrazovanje samo niz prepreka koje su se uzdigle preda mnom i da moram da ih preskočim kako bih odrastao. A ja zaista nisam želeo da preskačem ove prepreke, jer su se činile potpuno proizvoljnim, pa često i nisam, a onda bi mi ljudi pretili, znate, pretili bi mi da će sve to „ući u moje svedočanstvo” ili: „Nikada nećeš naći dobar posao.” Ja nisam želeo dobar posao! Kako sam mogao da primetim sa 11 ili 12 godina, ljudi sa dobrim poslovima se bude veoma rano ujutru,
(Laughter)
(Smeh)
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 sa dobrim poslovima, prvo što rade vezuju platnenu stvar, nalik omči za vešanje, oko vrata. Bukvalno sebi stavljaju omče a onda idu na svoje poslove, šta god oni bili. To nije recept za srećan život. Ovi ljudi - prema mojoj mašti dvanaestogodišnjaka opsednutog simbolima - ovi ljudi koji sebe dave, čim zora svane to prvo rade, oni nikako ne mogu da budu srećni. Zašto bih želeo da preskačem sve te prepreke i da tako završim? To je grozan kraj!
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, kada sam bio u 10. razredu krenuo sam u školu pod nazivom: Indijan Springs, bio je to mali konzervatorijum, u blizini Birmingema u Alabami. I iznenada sam počeo da učim. A počeo sam da učim jer sam se zatekao u zajednici učenika. Zatekao sam se okružen ljudima koji su slavili intelektualizam i angažman i koji su smatrali da moj ironični stav, oh-tako-sam kul, nije ni pametan, ni smešan, već da je to jednostavan i nespektakularan odgovor na veoma komplikovane i nesavladive probleme. Pa sam počeo da učim jer je učenje kul. Naučio sam da su neki beskonačni skupovi veći od drugih i naučio sam šta je jambski pentametar i zašto tako prija ljudskom uhu. Naučio sam da je Građanski rat bio konflikt nacionalnog karaktera, naučio sam ponešto iz fizike, naučio sam da uzrok ne treba mešati s posledicom - usput, sve mi je ovo bukvalno svakodnevno obogaćivalo život. I istina je da većinu toga ne koristim na svom „poslu”, ali po mom mišljenju, ne radi se o tome. 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."
Kakav je proces u kartografiji? To je, znate, kada plovite nekom zemljom i mislite: "Mislim da ću da ucrtam ovaj deo zemlje", a onda pomislite: "Možda ima još zemalja koje trebaju da se ucrtaju." I tada je za mene počelo učenje. Istina, imao sam nastavnike koji nisu digli ruke od mene i srećan sam što sam imao takve nastavnike jer sam im često davao razlog da misle da nema smisla ulagati u mene. Ali veći deo mog obrazovanja u srednjoj školi nije se svodio na učionicu, već na ono što se dešavalo van učionice. Na primer, mogu da vam kažem da: "Ima neka kosa svetlost u zimsko popodne - koja tišti, kao u katedrali teret poja -" ne zato što sam učio Emili Dikinson napamet u školi, dok sam bio u srednjoj školi, već zato što je bila jedna devojka iz moje srednje škole i zvala se Amanda i ja sam bio zaljubljen u nju, i ona je volela poeziju Emili Dikinson. Razlog zašto vam mogu objasniti oportunitetni trošak je taj da je jednom dok sam igrao Super Mario kart na kauču došao moj prijatelj Emet i rekao: „Koliko dugo već igraš Super Mario kart?” A ja sam rekao: „Ne znam, oko šest sati?”, a on je rekao: „Shvataš li, da si tih šest sati radio kod Baskin Robinsa, mogao si da zaradiš 30 dolara, tako da si na neki način prosto platio 30 dolara da bi igrao Super Mario kart.” A ja sam bio u fazonu: „Nemam ništa protiv.”
(Laughter)
(Smeh)
But I learned what opportunity cost is.
Ali naučio sam šta 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 usput je karta mog života postala bolja. Proširila se; sadržala je više mesta. Više stvari je moglo da se desi, veći su mi bili izgledi za budućnost. Nije to bio formalni, organizovani proces obrazovanja i ja sam srećan zbog toga. Bio je neorganizovan, nestalan, dosta toga nisam znao. Možda znam, znate, Kantorovu zamisao da su neki beskonačni skupovi veći od drugih, ali nisam uistinu razumeo matematiku iza te zamisli. Možda sam znao ideju o oportunitetnom trošku, ali nisam znao za zakon opadajućih prinosa. Ali sjajna stvar kod zamišljanja obrazovanja kao kartografije, nasuprot ideji o proizvoljnim preprekama koje morate da preskočite je to što vidite parče obale i zbog toga želite da otkrijete više. I sada znam, bar delimično, matematiku iza svega toga.
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, bio sam u zajednici učenika u srednjoj školi potom sam prišao drugoj, fakultetskoj, a onda sam prišao sledećoj, kada sam počeo da radim za časopis pod nazivom "Buklist", gde sam bio asistent, okružen iznenađujuće načitanim ljudima. A onda sam napisao knjigu. I sledeći san svih pisaca, ubrzo sam napustio posao.
(Laughter)
(Smeh)
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.
I prvi put, nakon srednje škole, zatekao sam se van zajednice učenika i bilo je grozno. Mrzeo sam to. Pročitao sam mnogo, mnogo knjiga tokom te dve godine. Čitao sam knjige o Staljinu i knjige o tome kako su Uzbeci postali muslimani i čitao sam knjige o pravljenju atomskih bombi, ali sam imao osećaj da samom sebi stvaram prepreke i da ih sam preskačem, bez osećaja uzbuđenja zbog toga što sam deo zajednice učenika, zajednice ljudi koji su zajedno uključeni u kartografsko ustrojstvo unutar koga se trudimo da bolje razumemo i iscrtamo svet 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 sam 2006. upoznao ovog lika. On se zove Ze Frank. Nisam ga uistinu upoznao, samo preko interneta. Ze Frank je tada vodio emisiju pod nazivom „Šou sa Ze Frankom” i ja sam otkrio tu emisiju i to je bio moj povratak u zajednicu učenika. Evo kako 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 sagrađen u sred ogromne, vrele pustinje. Skoro sve ovde je doneseno odnekle drugo - kao te stene, drveće, vodopadi. Ove ribe su skoro neprimerene koliko i moje leteće prase. U suprotnosti sa sparušenom pustinjom koja okružuje ovo mesto, kao i ovi ljudi. Predmeti iz raznih krajeva sveta su ovde ponovo izgrađeni, van svojih istorija i daleko od ljudi kojima znače nešto drugo. Ponekad su poboljšani - čak je i Sfinga imala korekciju nosa. Ovde nema razloga da osećate da vam nešto nedostaje. Ovaj Njujork ima isto značenje meni kao i svima drugima. Sve je van konteksta, a to znači da kontekst sve dopušta: Samoparkiranje, Ivents centar, Ajkulin greben. Ovo fabrikovanje mesta bi moglo da bude jedno od najvećih svetskih dostignuća, zato što niko ovde ne pripada; pripadaju svi. Dok sam jutros šetao okolo, primetio sam da je većina zgrada džinovsko ogledalo koje reflektuje svetlost u pustinju. No dok vam druga ogledala pokazuju vašu spoljašnost unutar nekog mesta, ova ogledala imaju prazan odraz.
John Green: Makes me nostalgic for the days when you could see the pixels in online video.
Džon Grin: Hvata me nostalgija na dane kada ste mogli da vidite piksele na onlajn snimcima.
(Laughter)
(Smeh)
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, on je i briljantan graditelj zajednica, a zajednica ljudi koja je nastala oko ovih video snimaka je na razne načine bila zajednica učenika. Pa smo zajedno igrali šah protiv Ze Franka i pobedili smo ga. Organizovali smo se kako bismo jednog mladića poveli na putovanje kroz SAD. Pretvorili smo Zemlju u sendvič, tako što je jedna osoba držala krišku hleba na jednoj tački Zemlje a tačno na suprotnoj tački Zemlje druga osoba je držala krišku hleba. Shvatam da su ovo luckaste ideje, ali su takođe i ideje učenja, a to mi je bilo tako uzbudljivo, pa ako odete na internet, pronaći ćete ovakve zajednice svuda. Pratite oznaku za matematiku na Tambleru, i da, videćete ljude koji se žale na matematiku, ali ćete i videti ljude koji dalje prosleđuju ove žalbe, iznoseći argumente da je matematika interesantna i lepa, a ovo je način na koji možete da mislite o problemu koji smatrate nerešivim. Možete otići na mesta, poput Redita i pronaći pod-Redite, poput: „Pitajte istoričara” ili: „Pitajte o nauci”, gde možete da postavite ljudima iz ovih oblasti širok spektar pitanja, od veoma ozbiljnih do veoma luckastih. Ipak, meni najinteresantnije među zajednicama učenika koje se trenutno razvijaju na internetu, su na Jutjubu, i priznaću da sam pristrasan. Ali mislim da na mnogo načina Jutjub stranica liči na učionicu. Pogledajte, na primer: „Jednominutnu fiziku”, lika koji podučava svet 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. Od 4. jula 2012. godine, Higsov bozon je poslednji temeljni deo standardnog modela fizike elementarnih čestica koji je otkriven eksperimentalno. Ali, možda ćete se pitati zašto je on uključen u standardni model, uz dobro poznate čestice, poput elektrona, fotona i kvarkova, ako nije bio otkriven dalekih '70-ih? Dobro pitanje. Postoje dva glavna razloga. Pod jedan, baš kao što je elektron pobuđeno elektronsko polje, Higsov bozon je prosto čestica koja je pobuđeno sveprožimajuće Higsovo polje. Higsovo polje, zauzvrat, ima integralnu ulogu u našem modelu slabe nuklearne sile. Higsovo polje nam naročito pomaže da objasnimo zašto je tako slabo. Govorićemo o ovome u narednom videu, ali, iako je teorija slabe nuklearne sile potvrđena jednačinom 1980-ih, Higsovo polje je tako neraskidivo pomešano sa slabom silom da sve do sada nismo bili u stanju da potvrdimo njegovo stvarno i nezavisno postojanje.
JG: Or here's a video that I made as part of my show "Crash Course," talking about World War I:
DžG: Ovo je video koji sam napravio kao deo moje emisije „Ubrzani kurs”, gde govorim o Prvom svetskom 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) Neposredan uzrok je bio, naravno, atentat u Sarajevu na austrijskog nadvojvodu Franca Ferdinanda, 28. juna 1914. od strane bosansko-srpskog nacionaliste po imenu Gavrilo Princip. Kratka napomena: važno je naglasiti da je prvi veliki rat u XX veku počeo terorističkim činom. Dakle, Franca Ferdinanda nije naročito voleo njegov ujak, car Franc Jozef - e, to su brkovi! No uprkos tome, atentat je naveo Austriju da Srbiji postavi ultimatum, gde je Srbija prihvatila neke, ali ne sve austrijske zahteve, što je dovelo do toga da Austrija proglasi rat Srbiji. Potom je Rusija, zbog svog savezništva sa Srbima, mobilisala vojsku. Nemačka, jer je bila u savezu s Austrijom, tražila je od Rusije da se povuče, što je Rusija odbila, pa je Nemačka mobilisala sopstvenu vojsku, proglasila rat Rusiji, zacementirala savez sa Otomanima i potom objavila rat Francuskoj jer znate, to je Francuska.
(Laughter)
(Smeh)
And it's not just physics and world history that people are choosing to learn through YouTube. Here's a video about abstract mathematics.
A ljudi ne biraju samo fiziku i istoriju sveta da uče preko Jutjuba. Evo snimka 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) Dakle, vi ste ja i opet ste na času matematike jer vas teraju da idete baš svaki dan. I učite o, šta znam, zbiru beskonačnih nizova. To je srednjoškolska tema, zar ne? To je neobično, jer je to strava tema, ali nekako uspevaju da je unište. Zato valjda i dopuštaju da beskonačni nizovi uđu u plan rada. Pa, u prilično razumljivoj potrebi za odvlačenjem pažnje, žvrljate i razmišljate dodatno o tome koja bi množina bila od „niz” umesto o temi koja je pred vama: nizovi, nizi i niske? Ili bi jednina mogla da se promeni u niska: jedna niska ili nizak. baš kao što bi jednina od „sveske” trebalo da bude svezak. Ali čitav koncept stvari, da se 1/2 + 1/4 + 1/16 i tako dalje bliži jedinici, koristan je, recimo, ako želite da nacrtate red slonova, gde svaki drži rep narednog: normalan slon, mladi slon, beba slon, slon veličine psa, slon veličine kučeta, sve do gosp. Kljovice i dalje. Što je bar malo strava, jer možete da imate beskonačan broj slonova u nizu, a da i dalje stanu na jednu stranicu sveske.
JG: And lastly, here's Destin, from "Smarter Every Day," talking about the conservation of angular momentum, and, since it's YouTube, cats:
DžG: I ovo je Destin iz: „Svakog dana sve pametniji”, on govori o očuvanju momenta impulsa i, kako je to Jutjub, o mačkama:
(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, Destin. Dobro došli u „Svakog dana sve pametniji”. Dakle, verovatno ste primetili da se mačke gotovo uvek dočekaju na noge. Danas se pitamo: zašto je to tako? Kao i na većinu prostih pitanja, odgovor je veoma složen. Na primer, da preformulišem pitanje: Kako da mačka pređe iz stava šapa gore u šapa dole u referentnom sistemu pada, a da ne ugrozi očuvanje momenta impulsa?
(Laughter)
(Smeh)
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.
DžG: Dakle, evo šta sva ova četiri videa imaju zajedničko: svi imaju preko pola miliona pregleda na Jutjubu. A ljudi to gledaju, ne zbog škole, već zato što su deo zajednice učenika koja se okuplja oko ovih kanala. Rekao sam ranije da je Jutjub za mene poput učionice i na razne načine i jeste jer imate predavača - to je poput staromodne učionice: imate predavača, a ispod predavača su đaci i svi oni raspravljaju. Znam da komentari na Jutjubu imaju lošu reputaciju u svetu interneta, ali zapravo, ako pogledate komentare na ovim kanalima, pronaći ćete ljude kako se bave određenom problematikom, postavljaju teška, komplikovana pitanja koja se tiču te problematike, a onda im drugi ljudi odgovaraju na ta pitanja. I zato što je Jutjub stranica podešena tako da kada razgovaram s vama to je tačno - mesto na kom razgovaram s vama je tačno na istoj strani kao i vaši komentari, vi učestvujete uživo i stvarno i aktivno u razgovoru. I kako sam i ja obično na komentarima, mogu da učestvujem s vama. A ovo ćete pronaći, bilo na istoriji sveta ili na matematici ili nauci ili bilo gde drugo.
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:
Takođe ćete videti mlade kako koriste alate i, nazovimo to žanrovima interneta, kako bi stvorili mesta za intelektualni angažman, nasuprot ironijskom otklonu koji većina nas vezuje za mime i ostale internet konvencije - znate: „Bilo mu dosadno. Izmislio proračun.” Ili, evo kako Hani Bu Bu kritikuje industrijski kapitalizam:
["Liberal capitalism is not at all the Good of humanity. Quite the contrary; it is the vehicle of savage, destructive nihilism."]
["Liberalni kapitalizam uopšte nije ljudsko dobro. Baš naprotiv; to je sredstvo divljeg, destruktivnog nihilizma."]
In case you can't see what she says ... yeah.
U slučaju da ne vidite šta govori... da.
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 verujem da su ovi prostori, ove zajednice postale za nove generacije učenika, one zajednice, one kartografske zajednice čiji sam ja bio član dok sam išao u srednju školu i kasnije na fakultet. I kao odraslog, ponovno pronalaženje ovih zajednica me je nanovo uvelo u zajednicu učenika i ohrabrilo me je da nastavim da budem učenik čak i kao odrastao, tako da više nemam osećaj da je učenje rezervisano za mlade. Vaj Hart i "Jednominutna fizika" su mi predstavili razne stvari za koje ranije nisam znao. I znam da svi mi osluškujemo dane persijskih salona iz prosvetiteljstva ili Algonkvinski okrugli sto i čeznemo: "Eh, da smo samo bili deo toga, da smo se samo mogli smejati šalama Doroti Parker." Ali ja sam tu da vam kažem da ta mesta i dalje postoje, još su tu. Postoje u zabitima interneta gde starci strahuju da nogom kroče.
(Laughter)
(Smeh)
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 ja zaista, zaista verujem da kada smo izmislili Aglo u Njujorku, 1960-ih, kada smo realizovali Aglo, samo smo se zagrevali.
Thank you.
Hvala vam.
(Applause)
(Aplauz)