Ciro Santilli @cirosantilli  40

If school weren't bullshit, 99% of students would be in gifted education for what they truly love and are good at.

What is sad about many programs is that they are exclusivist and non scalable, selecting people some how and non scalably educating them. We need a more "here's some projects let's do them whoever can" approach to things, maybe like Google Summer of Code.

Related programs:

Example from École Polytechnique: Figure "A typical small classroom at École Polytechnique".

Basically the same remarks as for university, just 10 times more useless, see also: Section "Motivation".

As of 2020, university has the following very important applications:Notably, Education is an IQ test, not a way to learn useful and beautiful things.

One major issue is that teachers don't have the right incentive to, nor are selected to, teach well. Thus the existence of Rate My Professors! But we can do better...

Which is why Ciro Santilli wants to destroy its current format with OurBigBook.com. He believes that we can find a more efficient organization to achieve both the social and research functions of university, by first doing as much as possible online

Ciro's university experiences are mentioned at: Ciro Santilli's formal education.

Exams as a prerequisite for a degree are useless. Exams as part of a degree must be abolished. And degrees must be abolished. Ultimately the only metrics that really matter are money and fame. See also: motivation.

The only thing exams should matter for is as a screening tool to select people with specific abilities that you care about as an employer or principal investigator. If:then exams are useless for your purposes. then might as well just go by interviews (basically what all employers do already, though not PIs). Degrees are too course grained to mean anything to anybody. Employers and PIs likely only care about very few specific subjects.

Once the question of an exam has been formulated, the usefulness of the problem is already been completely destroyed, because formulating the problem that matters is the most important part of things. And any problem with an answer, is useless to put effort into: give answers.

Furthermore, preventing people from searching for answers while answering an exam, AKA preventing "cheating", also makes absolutely no sense. In the real world, we want people to find answers as quickly as possible! We should be teaching people how to "cheat"! What we should teach them instead is what a fucking license is, and what you have to do to comply with it.

And if you must absolutely have exams, they must be open to anyone who wants to applies. Then people have to pay to take the exam, with subsidies for "official course takers", who are spending 100x more anyways due to not living with their parents.

And if you pass the exam, you pass the course, without any further time requirements.

And those exams must be applied by professional test application companies to ensure no cheating and to factor out the anti-cheat work, while still making the tests available to people anywhere.

A quote from Richard Feynman present in the book Surely You're Joking, Mr. Feynman chapter O Americano, Outra Vez!:

The only metric that matters is "to feel that you've satisfied youre curiosity". When one studies for that, it can take a lot more time to actually learn everything, because it is sometimes not as clear when you should stop. But it is the only way to go deeper.

A person's understanding is the most illiquid asset that exists, to judge that based only on standardized exams, is a certain way to fail to identify top talent.

Related: exams and homework are useless, only projects matter

By Ciro Santilli: Section "How to teach".

Others:

Vs: image: the codomain is the set that the function might reach.

The image is the exact set that it actually reaches.

E.g. the function:could have:

Note that the definition of the codomain is somewhat arbitrary, e.g. $x^2$ could as well technically have codomain:even though it will obviously never reach any value in ${\mathbb{R}}^2$.

The exact image is in general therefore harder to characterize.