Computer Scientists

"A great challenge lies ahead in the modeling and verification of systems that are subject to timing constraints."

"Almost all computer systems of the future will utilize real-time scientific principles and technology."

"In some ways, I believe that we are moving into a post-historical period, for lack of a better term. A time when whatever functioned previously will cease to function, or at least will have to be re-thought and re-considered."

"A child now entering first grade has never known a world without the Web; I want you, just for a moment, to try to imagine a world without the telephone, without electricity. It’s difficult to do, because both of these technologies are entirely commonplace, woven into the fabric of our culture so intensely it becomes nearly impossible to imagine a time before they existed. As electricity is for us, the Web will be for our children; an invisible field of knowledge that surrounds them, and infuses the entire world with instant answers to their requests. Within a generation, it won’t be important how much you can remember; that will have been replaced by how agile you are at acquiring the facts you need."

"Cognitive liberty begins at home, behind your eyes and between your ears. The first act of liberation is to step forward, and be counted as one of us."

"We all know the extent of the hypocrisy which surrounds the War on Drugs; that it is, at essence, a Class War, or, if you will, a Race War, which criminalizes the undesirable elements of society – precisely the rationale behind the Marijuana Tax Act, which provided the legal ammunition to expel with those pesky Mexican immigrants in Texas and California back in the 1930s."

"Doesn't it seem as though the thrill's gone out of it? Somehow Burning Man now feels like what Christmas becomes in your grown-up years: a lot of spending, a brief party, and twelve months of fond reminiscences."

"I have an axe to grind. I have a fight to pick. I have a hair across my ass. And I want to share."

"I skipped Burning Man this year and realized something. It’s become a cult. And it’s about time we all woke up and recognized it."

"Communication becomes the defining characteristic of homo sapiens; we are the species that speaks. We utter the words that create our world, and have learned to take our words and translate them into the ethereal play of zeros and ones, lay them out, at the speed of light, first on a wire, then a radio wave, and lately, on a beam of light, so that the voice, once constrained by mouth and ear, now straddles the entire planet in thirty millionths of a second, messages pinging back and forth, not unlike the meeting points of a synaptic gap, using photons as neurotransmitters, and each network router the equivalent of a synapic junction, deciding whether to activate or extinguish each message that crosses the continents, connected now in a seamless, endless web of knowledge,more than two billion pages, more than any one of us could ever read or know, the collected and collective intelligence of a species that seems to have made information the central mystery of culture, the project of civilization, and the goal of being."

"I very much consider the Internet a garden, and I'm a gardener, and I plant things in it and I work within the framework of the soil, the seasons, the climate, and the temperature, to produce plants."

"Basically, to sum up: We're a generation of anarchists, and we just haven't gotten our hands on the means of production yet so we can fetter the wheels. We haven't been handed the controls yet except to the Internet, which is why it looks like it does."

"I would almost consider myself a canonical child of Generation X... because I think there is an ethic and aesthetic that goes along with that generation, it may have something to do with the fact that "Never Mind the Bollocks" was released when we were 16-years-old and that was really the album that crystalized a generation."

"If I have not seen as far as others, it is because giants were standing on my shoulders."

"See, in general, as systems designers, you’re forced with necessity to make decisions about how you’re going to do things, and in general, the way you’d like to retain flexibility is to never make up your mind about anything until you’re forced to do it. The problem is, there’s a very, very narrow line between deferring decisions and outright procrastination. So you’d like to make progress, but also at the same time, never be bound by the consequences of your decisions."

"[Computer science] is not really about computers -- and it's not about computers in the same sense that physics is not really about particle accelerators, and biology is not about microscopes and Petri dishes...and geometry isn't really about using surveying instruments. Now the reason that we think computer science is about computers is pretty much the same reason that the Egyptians thought geometry was about surveying instruments: when some field is just getting started and you don't really understand it very well, it's very easy to confuse the essence of what you're doing with the tools that you use."

"Giving it away helps defuse complex intellectual property issues of ownership and control that can distract the universities from their missions to disseminate knowledge." - commmenting on MIT's Open Courseware program"

"Universities are meant to pass the torch of civilization."

"It is not that there is some magic technology. It is what are you going to do with it?"

"What’s important is not just to develop the technology; it’s to develop the processes."

"Anything which uses science as part of its name isn't: political science, creation science, computer science."

"In the Middle Ages people built cathedrals, where the whole town would get together and make a thing that's greater than any individual person could do and the society would kind of revel in that. We don't do that as much anymore, but in a sense this is kind of like building a cathedral."

"Applicants must also have extensive knowledge of Unix, although they should have sufficiently good programming taste to not consider this an achievement"

"An unknown but certainly significant proportion of the population has almost completely given up on learning. These people seldom, if ever engage in deliberate learning and see themselves as neither competent at it nor likely to enjoy it. The social and personal cost is enormous... Deficiency becomes identity: "I can't learn French, I don't have an ear for languages;" "I could never be a businessman, I don't have a head for figures;"... These beliefs are often repeated ritualistically, like superstitions... Although these negative self-images can be overcome, in the life of and individual they are extremely robust and powerfully self-reinforcing. If people believe firmly enough that they cannot do math, they will usually succeed in preventing themselves from doing whatever they recognize as math. The consequences of such self-sabotage is personal failure, and each failure reinforces the original belief. And such beliefs may be most insidious when held not only by individuals, but by our entire culture."

"Frank Rosenblatt... invented a very simple single-layer device called a Perceptron. ...Unfortunately, its influence was damped by Marvin Minsky and Seymour Papert, who proved [in Perceptrons: An Introduction to Computational Geometry (1969)] that the Perceptron architecture and learning rule could not execute the "exclusive OR" and therefore could not learn. This killed interest in Perceptrons for a number of years... It is possible to construct multilayer networks of simple units that could easily execute the exclusive OR... Minsky and Papert would have contributed more if they had produced a solution to this problem rather than beating the Perceptron to death."

"The kind of mathematics foisted on children in schools is not meaningful, fun, or even very useful. This does not mean that an individual child cannot turn it into a valuable and enjoyable personal game. For some the game is scoring grades; for others it is outwitting the teacher and the system. For many, school math is enjoyable in its repetitiveness, precisely because it is so mindless and dissociated that it provides a shelter from having to think about what is going on in the classroom. But all this proves is the ingenuity of children. It is not a justifications for school math to say that despite its intrinsic dullness, inventive children can find excitement and meaning in it."

"I have asked many teachers and parents what they thought mathematics to be and why it was important to learn it. Few held a view of mathematics that was sufficiently coherent to justify devoting several thousand hours of a child's life to learning it, and children sense this. When a teacher tells a student that the reason for those many hours of arithmetic is to be able to check the change at the supermarket, the teacher is simply not believed. Children see such "reasons" as one more example of adult double talk. The same effect is produced when children are told school math is "fun" when they are pretty sure that teachers who say so spend their leisure hours on anything except this allegedly fun-filled activity. Nor does it help to tell them that they need math to become scientists---most children don't have such a plan. The children can see perfectly well that the teacher does not enjoy math any more than they do and that the reason for doing it is simply that it has been inscribed into the curriculum. All of this erodes children's confidence in the adult world and the process of education. And I think it introduces a deep element of dishonestly into the education relationship."

"Our children grow up in a culture permeated with the idea that there are "smart people" and "dumb people". The social construction of the individual is as a bundle of aptitudes. There are people who are "good at math" and people who "can't do math." Everything is set up for children to attribute their first unsuccessful or unpleasant learning experiences to their own disabilities. As a result, children perceive failure as relegating them either to the group of "dumb people" or, more often, to a group of people "dumb at x" (where, as we have pointed out, x often equals mathematics). Within this framework children will define themselves in terms of their limitations, and this definition will be consolidated and reinforced throughout their lives. Only rarely does some exceptional event lead people to reorganize their intellectual self-image in such a way as to open up new perspectives on what is learnable."

"It is not uncommon for intelligent adults to turn into passive observers of their own incompetence in anything but the most elementary mathematics. Individuals may see the direct consequences of this intellectual paralysis in terms of limiting job possibilities. But the indirect, secondary consequences are even more serious. One of the main lessons learned by most people in math class is a sense of having rigid limitations. They learn a balkanized image of human knowledge which they come to see as a patchwork of territories separated by impassable iron curtains."

"One might ask why the teachers do not notice the difficulty children have in learning BASIC. The answer is simple: Most teachers do not expect high performance from most students, especially in a domain of work that appears to be as "mathematical" and "formal" as programming. Thus the culture's general perception of mathematics as inaccessible bolsters the maintenance of BASIC, which in turn confirms these perceptions."

"BASIC is to computation what QWERTY is to typing. Many teachers have learned BASIC, many books have been written about it, many computers have been built in such a way that BASIC is "hardwired" into them. In the case of the typewriter, we noted how people invent "rationalizations" to justify the status quo. In the case of BASIC, the phenomenon has gone much further, to the point where it resembles ideology formation. Complex arguments are invented to justify features of BASIC that were originally included because the primitive technology demanded them or because alternatives were not well enough known at the time the language was designed."

"A programming language is like a natural, human language in that it favors certain metaphors, images, and ways of thinking. The language used strongly colors the computer culture. It would seem to follow that educators interested in using computers and sensitive to cultural influences would pay particular attention to the choice of language. But nothing of the sort has happened. On the contrary, educators... have accepted certain programming languages in much the same way as they accepted the QWERTY keyboard. An informative example is the way in which the programming language BASIC has established itself as the obvious language to use in teaching children how to program computers... Today, and in fact for several years now, the cost of computer memory has fallen to the point where any remaining economic advantages of using BASIC are insignificant. Yet in most high schools, the language remains almost synonymous with programming, despite the existence of other computer languages that are demonstrably easier to learn and are richer in the intellectual benefits that can come from learning them. The situation is paradoxical. The computer revolution has scarcely begun, but is already breeding its own conservatism."

"In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of master over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building."

"In my vision, space-age objects, in the form of small computers, will cross these cultural barriers to enter the private worlds of children everywhere. They will do so not as mere physical objects. This book is about how computers can be carriers of powerful ideas and of the seeds of cultural change, how they can help people form new relationships with knowledge that cut across the traditional lines separating humanities from sciences and knowledge of the self from both of these. It is about using computers to challenge current beliefs about who can understand what and at what age. It is about using computers to question standard assumptions in developmental psychology and in the psychology of aptitudes and attitudes. It is about whether personal computers and the cultures in which they are used will continue to be the creatures of "engineers" alone or whether we can construct intellectual environments in which people who today think of themselves as "humanists" will feel part of, not alienated from, the process of constructing computational cultures."

"Many children who grow up in our cities are surrounded by the artifacts of science but have good reason to see them as belonging to "the others"; in many cases they are perceived as belonging to the social enemy."

"Now, given that picture of a rapid change of society, one would expect to see a rapid evolution of the institutions charged with preparing the young for it. We do not see this. We see a much slower rate of evolution of the school and that means we're seeing a bigger and bigger gap between school and society. This gap is what I believe is responsible for the deterioration of performance in our schools and our educational systems. Because the children can see this; they can see that school is irrelevant. They feel that the pace of school and the mood of the school culture is out of sync with the society in which they live. And so it becomes harder and harder to get them to buy into the idea that school is satisfying their needs, that school is a bridge to the 21st century, as our political leaders keep on reiterating."

"Should the computer program the kid or should the kid program the computer?"

"Don't forget that Linux became only possible because 20 years of OS research was carefully studied, analyzed, discussed and thrown away."

"I have a very simple question to people … who seem to suffer from excessive narcissism: please name three other persons who are smarter and more capable than you, in the field you work in. (In most cases they are utterly unable to answer that question honestly.)"

"I honestly feel very humble when I study Capablanca's games."

"Alekhine is a poet who creates a work of art out of something that would hardly inspire another man to send home a picture post card."

"Strategy requires thought, tactics require observation."

"Developing nanotechnology will be a major project -- just as developing nuclear weapons or lunar rockets were major projects. We must first focus our efforts on developing two things: the tools with which to build the first molecular machines, and the blueprints of what we are to build. This will require the cooperative efforts of researchers across a wide range of disciplines: scanning probe microscopy, supramolecular chemistry, protein engineering, self assembly, robotics, materials science, computational chemistry, self replicating systems, physics, computer science, and more. This work must focus on fundamentally new approaches and methods: incremental or evolutionary improvements will not be sufficient. Government funding is both appropriate and essential for several reasons: the benefits will be pervasive across companies and the economy; few if any companies will have the resources to pursue this alone; and development will take many years to a few decades (beyond the planning horizon of most private organizations). We know it's possible. We know it's valuable. We should do it."

"The world language is English as spoken by foreigners."

"To program is to understand."

"We must always give our users pure sex. It's like a rendezvous in the back seat of an automobile with a beautiful girl. One's experience with the personal computer should be better than the greatest orgasm you could have."

"One of the deep mysteries to me is our logo, the symbol of lust and knowledge, bitten into, all crossed with the colors of the rainbow in the wrong order. You couldn't dream a more appropriate logo: lust, knowledge, hope and anarchy."

"I worked 22 years in the industry, and I noticed that operating systems get cancer with age"

"I want to see the two CEOs of RIM and [Apple CEO Steve] Jobs working together. The thought of this ménage à trois is absolutely hilarious."

"I didn't realise those spaces were for the emotionally handicapped."