archive.ph/GpyQv#selection-925.340-925.495 Reagan's OMB Director David Stockman told congress:
students are "tax eaters... [and] a drain and drag on the American economy." Student aid "isn’t a proper obligation of the taxpayer,"
and then:
In fact, voters were far more likely to punish lawmakers for raising taxes. Elected officials made the political calculus that it was safer politically to divert existing funds from discretionary costs to mandatory costs like health care, prisons and primary education, than raise taxes.
Utah's mormon-uni.
TODO where can all videos be found??
CC BY-NC-SA unfortunately.
Upload is actually optional, and it appears that teachers do retain their copyright: ocw.mit.edu/ans7870/global/MIT_OpenCourseWare_FAQs.pdf Hmmm, so how have they convinced so many teachers to do it?
Made huge advances in radar.
Notably, Isidor Isaac Rabi was a leading figure there, and later he was head at the Columbia University laboratory that carried out the crucial Lamb-Retherford experiment and the anomalous magnetic dipole moment of the electron published at the Magnetic Moment of the Electron by Kusch and Foley (1948) using related techniques.
math.mit.edu/classes/18.783, Wow, good slides! Well organized site! This is a good professor! And brutal course. 25 lectures, and lecture one ends in BSD Conjecture!
Not to be confused with the University of Michigan. Not confusing at all right!
The "Truth and Beauty" motto hugely coincides with Ciro Santilli's ideas.
Truth is easier somewhat as it is more subjective.
Beauty, like all arts, sometimes you achieve, sometimes you don't.
Searcing beauty is a painful thing. You just keep endlessly looking for that one new insight that will blow your mind.
The key missing point would be "usefulness". See also: Section "Art".
The other major university in the Bay Area (and basically in California itself) besides a few University of California places.
The heart of Silicon Valley.
Ciro Santilli really likes this dude, because Ciro really likes simulation.
Video 1. How to build a computer model of a cell by Markus Covert (2020) Source.
The closest site of the University of California to San Francisco. Berkeley, California is a small town on the East of the San Francisco Bay.
The second one of the University of California after UC Berkeley.
The third one of the University of California after UC Berkeley and UCLA.
Lecture videos: podcast.ucsd.edu/ Mostly paywalled, but a few not.
Not to be confused with the Michigan State University. Not confusing at all right!
Ciro Santilli studied there for a few years starting in 2007.
In retrospect, doing electrical engineering (and likey the other engineering degrees) felt like taking a trip to the 60s in the United States, due to both the subject matter, and how old the concrete buildings were!
This does not need to be a bad thing. It is in that era (and earlier) that much of the exciting foundations of the field were set, and there is great value in there is value in tutorials written by early pioneers of the field. Not that they were amazing at excting history lessons as they should be. But the course outline suggested that intent.
But that point of view must also be accompanied by the excitement of the great ongoing advances of technology (and impact they had in the past). And on that, they failed.
One day, one day, we will fix that.
Semi-comical student website to review the toilets of the University of São Paulo. Some of the toilets had a reputation for being terrible.
One is reminded of Crushbridge.
While in Brazil, Ciro Santilli used to walk through the outskirts of a small favela to get to university every day, the Favela de São Remo.
To the left, the outer walls of a large police station, with concertina wire on top and all.
To the right, dudes selling drugs on the entry of a small corridor street, presumably to which they could easily escape to in case of need.
The cops could have identified the dealers with binoculars if they actually wanted to!!!
The drug sellers did keep the peace in their business area, and Ciro never got robbed, and would come back from university parties on foot late through the favela.
But Ciro's friends did say that things got much worse after Ciro left, for example a flash kidnapping was reported in 2015.
Wikipedia says that this favela started in the 60s and 70s as settlements of the builders of the University, and that many of the people there still work for the University.
This is consistent with the terribly old buildings Ciro saw when he was at university. They even had the building skills to build their own homes.
The state just has to either legalize those people, or give them houses somewhere else nearby. A world class University is the most important thing a poor country can have, and its image cannot be jeopardized like that.
The existence of that favela, right next to one of the most important universities in Latin America, puts Brazil's surreal social inequality into perspective. Especially considering that before extremely heavy university entry quotas were added, basically all students of the university (or at least of the courses that lead to high paying jobs) had attended private schools, and therefore were not of the poorer classes (see passage about 10 out 500 passage from Section "Free gifted education").
The janitors of the apartment block Ciro lived all lived in the favela. Yes, in poor countries lives are worth nothing, and some poorer people work by watching the entrance of buildings of less poor people 24/7 to guard it from other even more desperate poor people who might want to rob the not so poor inhabitants. They also do janitor jobs like cleaning common areas in parallel.
They were incredibly nice hard-working people, and Ciro spoke often with them. If only given the opportunity, those people could be amazing engineers or scientists obviously. Ciro was also glad to be their friends, and sat down with them quite a few times for several minutes after coming back from University parties, partly because he felt bad about them having to work at that time, but also partly because he just liked them. And they were always up to date on who had come back with a girl to the apartment or not. Ciro imagines that if it had been him, it would have been a perfect bragging opportunity ;)
They had "nothing" but were still happy. This is true wisdom, and a good reminder that all our non-transhumanist technical goals are nothing.
We must destroy social inequality.
No, they are basically not-for-profits, more like what the United States more sensibly calls "private universities". But if they take government funding (directly or indirectly through subsiding enrolment fees?), they have to follow some government rules, and all major ones do it seems: academia.stackexchange.com/questions/49187/in-what-sense-are-uk-universities-public/49188
A similar confusing naming pattern appears to apply to Public school.
In the University of Cambridge for example, all MA degree holders or higher appear to have some voting power: www.cam.ac.uk/about-the-university/how-the-university-and-colleges-work/governance (archive)
This adds an extra layer of difficulty for the average taxpayer to make changes to university policy, e.g. making universities publish all material with Creative Commons licenses. At most, voters could require this indirectly through the government funding requisites. It is a mess.
Not even the Open University seems to be very open!
Ciro Santilli once attended a round table in the early 2020s where a University of Oxford official from the IP licensing department. The University of Oxford took a 20% equity on spin-off companies, not an uncommon University IP ownership policy at the time. At one point, the officer clearly justified this along the following very official sounding lines (paraphrased):
The university is a charity with the goal of promoting education and research. All money obtained is reinvested in furthering education and research.
While noble sounding, this immediately reminded Ciro of Instrumental convergence, in the field of AGI philosophy. Or in other words, of course the best approach to maximize education and research outcomes of society is to first take over the world, and then implement those goals from there! See also Why Not Just: Think of AGI Like a Corporation? by Robert Miles (2018)
Notably, the University of Oxford was extremely protective of its learning material at that time, which was highly paywalled behind university logins, presumably with the rationale of having unique learning materials to enroll more paying undergrads. How can giving out free information to all not be the optimal way to "promoting education and research" is very hard to envision.
Nice, nice place. Natural sciences only, no bullshit.
Not really dedicated to open source course material, nor to free courses...
The "Open" in its name only made sense in the 60's, when it was founded, nowadays, there isn't much about this institution that is very different compared to traditional Oxbridge. "Cheap more online university" would be a more adequate name for it.
A system that would truly live up to the name "Open" in the year 2020 is the one described at the ideal university by Ciro Santilli.
Wikipedia even says that the initial focus was on broadcasting learning material on television and radio, so what happened to that now that we have an even more powerful on-demand tool called Internet!
They even created their own MOOC website, FutureLearn. But www.freecodecamp.org/news/massive-open-online-courses-started-out-completely-free-but-where-are-they-now-1dd1020f59/ mentions:
The course content is still free to access, but it’s only available for the duration of the course, and for two weeks after it ends.
OMG. God why.
A few open sources at: www.open.edu/openlearn/free-courses. The 5-hour course on particle physics says it all. Stated as of 2023 at www.open.ac.uk/about/open-educational-resources/openlearn/free-learning:
The OU provides around 5% of its formal course materials as free open educational content every year on OpenLearn
www.youtube.com/watch?v=Pj0rbafFBak What's an Open University Degree Like? by Luke Cutforth (2021) mentions that it is more autodidactic/online, and it encourages part time learning.
youtu.be/rsWwffX-u0A?t=99 Open University - How does it work? by Matt Greg Vlogs (2017) shows that they do have their own custom institutional material. And it is not open???? Please. youtu.be/rsWwffX-u0A?t=222 mentions that there is no entry exam, and you can change your courses at any time, that is good at least.
Israel apparently also created their own version in the 70's inspired by the British one: Open University of Israel. Same story it seems.
Video 1. Quantum Engineering Technology Labs presentation video (2022) Source.
Video 1. The Questioning City by British Pathé (1963) Source.
Figure 1. Source.
The porn version of Crushbridge, died in 2020.
Figure 1. Source.
Their only undergraduate courses that matter:
Things actually have gotten more and more closed, e.g. of stuff getting paywalled with time:It appears that things got really bad starting in 2017, possibly when WebLearn was introduced. When things migrated to Canvas, they were closed by default, apparently with any mechanism to publish publicly.
Therefore, they managed to make things more closed than when teachers would just upload to good old ox.ac.uk/~name static websites!!
Ciro Santilli has also heard that some people in the Mathematical Institute of the University of Oxford opposed to moving away from their Moodle instance precisely because the new options did not support open publishing, so kudos to those people. But most teachers likely don't care and just do whatever is the best internally supported default.
Their "open" video material: podcasts.ox.ac.uk/ A somewhat small part is Creative Commons, but most proprietary. Despite the name "podcasts", they do contain video, it is just a relic.
podcasts.ox.ac.uk/open contains actual Creative Commons only it seems.
It does however appear that professors own their lecture notes, so there some hope maybe: governance.admin.ox.ac.uk/legislation/statute-xvi-property-contracts-and-trusts#collapse1383636
Talks: talks.ox.ac.uk/. Mathematical, Physical and Life Sciences (MPLS) subset: talks.ox.ac.uk/talks/department/id/oxpoints:23232639
Video 1. University of Oxford documentary by the British Council (1941) Source.
Their status is a mess as of 2020s, with several systems ongoing. Long live the "original" collegiate university!
E-learning system of the University of Oxford. Closed by default to non-students of course. It might not be possible at all to publish things publicly?
WebLearn was closed in 2023 in favour of Canvas.