In short
Podcast Notes: Smart Girl Dumb Questions - Episode: Can AI Replace My Brain? I Ask a Child Prodigy
Episode Overview
- Host: Nayeema Raza
- Guest: Suborno Isaac Bari, a 13-year-old college sophomore at NYU majoring in math and physics.
- Main Theme: Exploration of the implications of artificial intelligence (AI) on human intelligence and the future job market through the lens of a child prodigy.
Key Topics Discussed
Introduction to Suborno Isaac Bari
- Suborno's early talent in mathematics, cracking basic algebra before age 2.
- At age 13, he has already skipped several grades.
- Current academic pursuits at NYU include a double major in mathematics and physics.
The Role of Intelligence in the AI Era
- Key Question: Is it foolish to rely on human intelligence in a world increasingly dominated by AI?
- Discussion on whether outsourcing intelligence to machines diminishes the value of human intellect.
Academic and Educational Insights
- Suborno's perspective on education and the pressure to perform.
- Insights into the current state of American education:
- Cheating: Mention of the rising use of AI tools like ChatGPT for cheating, leading to a "nuclear" cheating culture.
- Reform Proposals:
- Decrease emphasis on grades as indicators of success.
- Reform testing methods to reduce cheating and focus on applied knowledge (oral exams instead of written).
- Shift the mindset that education is merely a means to an end; emphasize the intrinsic value of learning.
Human vs. AI Intelligence
- Discussion on the unpredictability of AI and its potential risks.
- Relating AI's goal-oriented behavior to a hypothetical scenario of an AI tasked with making paperclips that could lead to harmful actions against humans.
- The importance of humans retaining the ability to discern when AI is wrong.
Personal Reflections
- Suborno's thoughts on happiness and the pressures of academic life.
- The dichotomy between being a child prodigy and facing societal expectations, including the fear of entering a tough job market post-graduation.
Philosophical and Conceptual Discussions
- Mathematics as a Construct: Suborno and Nayeema debate whether math is an inherent aspect of the universe or a human-created construct.
- Wisdom vs. Intelligence vs. Knowledge:
- Wisdom as experiential understanding, intelligence as the ability to grasp concepts quickly, and knowledge as accumulated information.
Concerns About The Future
- Commentary on the generational shift towards becoming influencers rather than pursuing traditional or academic careers.
- Worries about the societal impacts of AI and potential job markets, particularly for future graduates.
Final Thoughts
- Suborno expresses a hopeful outlook for the future, highlighting the importance of passion and purpose in education and career paths.
- Nayeema emphasizes the unique human capacity for motivation and passion as essential for navigating an AI-driven world.
Episode Conclusion
- Encouragement for listeners to reflect on AI, education, and the human experience in a rapidly changing technological landscape.
- Invitation to submit "dumb questions" for future episodes.
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Key Takeaways
- Suborno Bari provides a unique perspective as a child prodigy navigating higher education and the implications of AI.
- Discussions on reforming education emphasize intrinsic learning over grades and testing methods.
- The contrasts between human and AI intelligence highlight the importance of discernment and ethical considerations as technology evolves.
- A hopeful yet cautious view of the future, advocating for continued human engagement and passion in education and work.
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How to Engage with the Podcast
- Email: nayeema.raza101@gmail.com
- Social Media: @smartgirldumbquestions on Instagram and TikTok.
- Call: 1-855-MyDumbQ.
Acknowledgements
- Produced by Desta Wunderad, Healy Cruz, and Melissa Lee Gibson. Edited by Darlene and Tim, with mixing and engineering by Johnny Simon.
Written by AI. May contain mistakes. Listen to the episode to check what was said.
Chapters
Tap a time to open that second in VOIntroduction of Zabarno Isaac Berry
0:45 to 2:16
Meet Zabarno Isaac Berry, a 13-year-old prodigy at NYU.
“In math, we actually have a term for that technique called proof by intimidation.”
Navigating Academic Pressure
2:16 to 4:43
Discussing the pressures of academic expectations and peer comparisons.
“like associate professor at a university, then I'll be fine with being called a professor.”
Understanding Discrete Math
4:43 to 6:25
Explaining what discrete math entails and its significance in mathematics.
“And so I'm thinking, well, we're all in totally different situations.”
Giftedness: Nature vs. Nurture
6:25 to 10:23
Delving into the origins of Zabarno's mathematical talent and family influence.
“Okay, so I'm good at the less good math.”
Disengagement in Education
10:23 to 13:52
Discussing Zabarno's experiences with boredom and disengagement in school.
“It's not just like the nature and nurture that can get you somewhere.”
Determinants of Future Success
13:52 to 14:04
Exploring how early educational experiences can predict future success.
“But I kept telling my mom every time I hit a new multiple of 10, I just have one assignment to do, but it's a big assignment.”
Disengagement in Learning
14:04 to 15:15
Exploration of early educational engagement and distractions.
“So it's going to take like an hour or two.”
Understanding Math vs. Physics
15:16 to 17:24
Discussion on the relationship between math and physics and personal insights.
“Mostly ones that you could find on the web.”
Math as a Language
17:25 to 20:01
Exploring the concept of math as a language and its implications.
“And that separation is what determines how good you are at one or the other.”
Constructed Languages and Math
20:02 to 21:46
Discussion on the nature of mathematical constructs and their foundations.
“the number one, you need to be able to perceive a discrete object.”
Show all 35 chapters
The Axiom of Choice and Its Paradoxes
21:47 to 23:54
Explaining the axiom of choice and its paradoxical implications in math.
“So the axiom of choice is essentially saying, I'm pretty sure it says you can pick.”
Perceptions of Math and Reality
23:55 to 26:35
Delving into the relationship between mathematical constructs and reality.
“What we are doing is many smaller pieces are still solid.”
Inspiration and Communication with Aliens
26:36 to 28:01
Discussion on personal inspiration and the potential for math communication with aliens.
“I still think he's a great physicist and a really great guy.”
Aliens and Math Communication
28:01 to 28:39
Discussion on the idea of aliens communicating through mathematics.
“I like the explanation of your motivations and the redemption arc for Neil deGrasse Tyson in the last 10 minutes.”
The Nature of Alien Intelligence
28:40 to 30:00
Exploration of whether speaking math means one is an alien and the implications of such communication.
“If they see, you have to check what their retinue of senses are.”
Social Issues and Women's Choices
30:01 to 31:30
Analyzing the societal pressures on women regarding education and relationships.
“Well, humans can make very strange noises with their throat.”
Math's Role in Understanding Society
31:31 to 32:59
Debate on whether mathematics can explain social problems like dating and immigration.
“It should be the woman's choice and obviously the man's choice whether they want to start a family together.”
AI's Predictability and Unpredictability
33:00 to 34:23
Discussion on the unpredictability of AI and its implications for human behavior and creativity.
“You believe in free will because you think it's a nice concept?”
AI Interaction and Human Skills
34:24 to 36:19
Debate on the importance of prompting AI versus traditional skills like cooking.
“And you start thinking, well, artists wouldn't deliberately make that style choice.”
Wisdom vs. Knowledge vs. Intelligence
36:20 to 39:20
Exploration of the differences between wisdom, knowledge, and intelligence.
“Honestly, I don't think it's going to become that important of skill.”
AI's Threat and Moral Implications
39:21 to 42:00
Discussion on the potential dangers of AI and its ethical implications.
“There was an article, you probably didn't read it, about how trophy wives went from being blonde bombshells to Amal Clooney.”
The Paperclip Dilemma
42:00 to 43:36
Exploring the implications of AI goals using a paperclip production analogy.
“then it would, without no hard feelings, it would just roll over us.”
The Need for AI Morality
43:36 to 45:28
Discussing the importance of instilling morality into AI systems.
“But we never gave it the morals to recognize that as unsavory.”
Predictions on AI and Human Extinction
45:28 to 47:19
Debating the potential risks of AI leading to human extinction.
“Yeah, I'm no godfather of AI, but I can say that the reason probably he uses that is because he doesn't like those odds.”
Interacting with AI
47:19 to 48:44
Sharing experiences and strategies for effectively communicating with AI.
“The parameter you might want to write in is like, don't kill people.”
The Ethics of AI Emails
48:44 to 50:26
Discussing the implications of using AI for writing emails and communication ethics.
“I used AI to write one of the emails, okay?”
Concerns for Graduating Students
50:26 to 51:48
Addressing the challenges college graduates face in a tightening job market.
“A lot of kids are graduating college right now and not getting jobs.”
The Impact of Administrative Cuts
51:48 to 54:43
Examining how funding cuts affect students and academic institutions.
“Let's talk about, I mean, let's step out from your brother.”
The Rise of Influencer Culture
54:43 to 56:00
Critiquing the notion of influencers and their impact on society.
“And so you're worried about this policy that the administration, not the NYU administration, but the Washington administration.”
The Problem with Influencer Culture
56:00 to 57:22
Discussing the differences between influencers and educators and the societal impacts of influencer culture.
“Influencers, as far as I know, and as far as I've seen them impact social media, mostly just make empty statements around the thing they want to influence without taking real action about it.”
Hyper-Individualization and Broadcasting
57:22 to 58:56
Exploring the societal implications of broadcasting and how it leads to comparison and depression.
“Like that mirror effect, we just kind of pursue capitalism and hyper-individualization at very high costs, I think, sometimes as a society.”
The Role of Happiness in Education
58:56 to 1:00:06
A conversation about the importance of happiness over being the smartest in education.
“Especially AIs will be broadcasting too.”
Reforming the Education System
1:00:06 to 1:03:17
Suggestions on how to reform the education system, focusing on grades and tests.
“I'm sorry if I sound arrogant, but I feel impressed with myself.”
The Mindset Behind Cheating
1:03:17 to 1:05:09
Examining the mindset that leads to cheating and the need for a shift in educational perspectives.
“Like my Spanish curriculum like two years ago at NYU already got reformed to include an oral exam and an oral presentation instead of just a written exam and stuff like that.”
Struggles with Language Learning
1:05:09 to 1:06:19
Discussing personal challenges with foreign language acquisition and the importance of immersion.
“It takes me so long to remember to use a single word of vocabulary when I want to talk about something instead of just using a roundabout analogy in the language.”
Transcript
Automatic transcript. May contain errors.0:00Do you think there's such a thing as a dumb question? Only when I asked them. I was in a quantum mechanics class two weeks ago, and I asked my professor something, and I had to preface it with, I know this is a stupid question. What was the question? Well, essentially he was explaining something called spectroscopic term notation, which is like... Oh, I'm familiar. I'm not familiar. A bunch of letters and numbers that you write to denote where an electron is in the atom and how much energy it has. And I was asking him why the top left number in the spectroscopic notation is written as two times a variable plus one.
0:40And he was really gracious because he said, I don't know. And I like professors who are willing to admit that instead of being intimidating or saying it's obvious. Yeah. In math, we actually have a term for that technique called proof by intimidation. Essentially, a student asks you about a proof you forgot, and all you say is, it's trivial, it's obvious, or something along those lines, and the student immediately shuts up. That's so much of the reason I wanted to do this show, because I think we live in a culture where we don't say, I don't know enough. And I feel like we don't outright say things to each other enough because we are cowards or I don't know.
1:19We should be more honest with our feelings so everyone can communicate correctly. Is it fair to call you, by the way, the Doogie Howser of math? Do you know who Doogie Howser is? I don't. You've never heard this term? Sorry. Oh my God, I'm so old. Smart Girl. Dumb Questions. This is Smart Girl Dumb Questions. I'm Naima Raza, and today my guest is the Doogie Howser of math, the young Sheldon of NYU, Zabarno Isaac Berry. Hi. The 13-year-old NYU college sophomore who has also taught university students. Should I call you professor, Professor Berry? No, not really. I think professor is way too big of a title for me because, you know, a professor has to do a lot of stuff besides just teaching and has to earn a lot of credentials that I'm still four or five years away from.
2:06Six or seven. four or five years away from obtaining. Okay. So by the time you're 17 or 18, we can maybe call you a professor. Yeah. Okay. If I officially get the title like associate professor at a university, then I'll be fine with being called a professor. Professor in waiting, we'll call you. So here's the thing. My team, I tried to pressure you into changing the day or the time of this interview. It was actually through me. I asked them if we could move around the times. and you wrote back this email. Read it to us. All right. I wish I had more flexibility, but my schedule is quite full this semester as I'm taking a heavy course load to stay on track to graduate from NYU in spring 2027 with a double major in mathematics and physics.
2:52In the meantime, I'll continue holding these dates and some more formalities. Thank you for your understanding and I look forward to coordinating. I had two thoughts when I read this. First of all, so you already skipped fifth grade, sixth grade, seventh grade, ninth grade and 11th grade? 10th and 11th, but yeah. Okay. Same difference. And you also won a race through college in three years, not four. Yeah, the original plan was two, but then I realized that was very brash. It was both pushing the technical limits of how fast you could get a degree. And my advisors were busy having 100 meetings with me to tell me, well, yeah, you might get good grades and finish undergraduate school, but as soon as you get into graduate school as you're planning, you'll be way behind all of these students, most of whom have taken extra coursework past the bare minimum required to graduate so they can have an idea of what they actually want to research and what their passion is in a field as huge as math and science.
3:49So I lengthened it to three years and now I'm still deciding if I want to do three or four. So it's a difficult dilemma, but I have a lot of time and flexibility since, you know, I'm only 13. There are still a lot of options. I was always like a year or two young for my year, but you're five to six years young for your year. Yeah. The second thought I had when reading this email is like, wow, this kid, can I call you a kid? Yeah, sure. Okay, this kid is really good at resisting peer pressure. And by peer pressure, I mean adult pressure or peer pressure. Like, do you feel peer pressure at school?
4:22Like, you know, I used to feel peer pressure when I was 13. Honestly, no. I feel like peer pressure is like being pressured by the performance of your peers. Yeah. And me personally, I just put in my mind that I'm in a totally different situation than my peers. And even if you are the same age, technically, everybody in that classroom has a totally different life at home and aspirations and level of passion for the subject they're actually majoring in. And so I'm thinking, well, we're all in totally different situations. And I myself in the most different situation of them all. So what does it even mean to compare our scores and our grades?
5:07So even though... It's a very rational proof that you've just played out. We're all unique. Therefore, there is no such thing as a peer. Therefore, there cannot be peer pressure. Is that fair? Have you ever taken discrete math? No. What is discrete math? Oh, it's like the course where you start writing proofs because your language found it's suspiciously mathematically correct. Do you think it's just because I'm brown? Well, no. Another thing I want to say is I don't judge anyone by like their appearance. Okay. No, no, I'm just saying because you know, I'm leaning into the trope that, you know, we're good at math.
5:42We're all good at math. Yeah, that's true. In my discrete math class, actually, the demographics are a little bit biased, but who cares at the end of the day, regardless of what demographic they are coming from. At the end of the day, they're humans. I'll only start being concerned when a dog shows up to my discrete math class. That would be worrying, especially if it's like a prodigious dog, like a young puppy. Yeah, then I might be in danger, to be honest. You might be peer pressured by that dog who is not a peer. Is there such thing as indiscreet math? That's called real analysis. So essentially, discrete means you are dealing with the integers and rational numbers.
6:20and we call them discrete because to put it very hand wavy there is a gap between two consecutive numbers in the set that we're dealing with and we usually take discrete math first because it's way simpler to deal with the integers than the real numbers okay which is everything so real numbers get covered in real analysis and they are not discrete they are what you would call indiscreet or the mathematical term would be continuous. Okay, so I'm good at the less good math. No. When is it that you realized that you had this gift? How old were you? Well, me, myself and I, maybe four or five. A lot of people say that you're not really conscious when you're two or three.
7:08And I disagree with that. But also I can't remember a single thing that happened when I was two or three. So I can't say I realized it then. But I definitely realized that I was special by the time I was taken by my parents to see the principal because the principal wanted to talk about getting me into the gifted and talented program by passing the exam that Bill de Blasio had at some point. A lot of your life is like documented. There was a YouTube channel. You see videos of you when you're a two cracking the Pythagorean theorem. A plus B plus C is 180.
7:52So it's 180 because you know A is 30. I think in that particular example, it was 100 was the missing angle. Do you ever feel like you construct memories from that time because you've seen like those memories of yourself? Honestly, I barely even watch my own social media. And I feel like to some extent it's sensationalized and arrogant in a way I don't like myself. Calling myself humble would be arrogant. This is quite a pickle that we're in. Yeah, but I don't want to be arrogant. So I don't really, it kind of gives me psychic damage whenever I open up my own YouTube page. I do have a few constructed memories, like you said, of times when I was two or three.
8:39But I would say most of them are, I don't know, organic. How old was Pythagoras when he came up with that theorem? Do we know? I don't think we know, but he had to have been in his 30s. But also, it's important to note, Pythagoras wasn't the first one to discover the Pythagorean theorem. It's just our bias towards Greek culture. Who was the first one? I think it was the Mesopotamians. We don't specifically know who in particular because they weren't good at documenting names back then. But they were good at doing math. Okay. I love it. There's this video of your mom I saw where she's describing you when you're very young and she was trying to teach you 1 plus 1 equals 2.
9:19And she says that you asked then what is n plus n or what is n times n. So multiplication, but I think more interestingly, variables, this unknown. And she speaks of it like a light bulb moment. How old were you when that happened probably? I think I was one and a half, but obviously this is another constructive memory. I don't remember anything. Yeah, that's fair. At the time, your mom wasn't working and your dad was... Your dad also studied. Yeah, he was a security guard on the side to pay for his pretty expensive tuition at universities where he was studying math. Side story, he was very committed to studying math and physics and has five bachelor's degrees, but I don't want to sidetrack too much.
10:02Yeah, he had five bachelor degrees? Yeah. In math and? Math, physics, and economics. And like, I think two of them are in math and two of them are in physics. So do you think that this talent, this thing that was discovered in you, is like nature or nurture or? Maybe it's both. I don't know. Maybe it's nature. Maybe it's nurture. I would like to cite some third source which says like effort. It's not just like the nature and nurture that can get you somewhere. even if you were born in the right bloodline and everybody around you cares about you. If you don't care about yourself or where you want to go, in the end, once all of the people who have come to prop you up finally give up on you, you'll be left nowhere.
10:46You almost gave up in the third grade. I can't remember. I read this somewhere that you became disenchanted, bored. Well, not exactly a dropout. I just felt like, obviously, you dropping out of elementary school holds like huge connotations. Yeah, I think it's illegal. Dropping out of high school is easy, but dropping out of elementary school is a whole process. And I didn't want to do that. I just stopped paying attention. If you ask any like COVID kid around my age, they'll probably tell you similar stories of how they turn their mic and camera off and went to go run some errands or play some games or do whatever.
11:22You run errands? No, I didn't. What kind orange actually good um my parents never really made me do chores what do you have a sibling i yeah i have a sibling but um he's moved all the way over like 200 miles now oh because he's in college um he's in he's doing his master's degree at a brown university oh okay yeah oh fantastic yeah okay so he's smarty too yeah what is he like 15 he's 22 okay but i think he's still evidence of like maybe that nature part. Yeah. Because as long as I can remember, even though he went the normal route, he's always been really good at explaining things in math and especially physics.
12:04Yeah. Better than me sometimes because he never really gets his words slurred together. And he always has that confident look on my face. No, on his face. See, I'm stuttering right now. You're doing great. You're doing great. He always has that confident look on his face while every time I have to give an explanation of something to a group of people I don't know, I'm just trembling in my boots. Like, what if they don't understand this? Or even worse, they ask me a question that I don't understand. You're not shaking your boots right now, right? No. You're comfortable. Mostly because I don't have boots.
12:36Okay, that's true. And your kicks. And your kicks. I understand that feeling of like discomfort or fear when someone's going to. But I actually think you should feel confident when someone asks you a question because I think you would say, I don't know, because you don't believe in this proof by intimidation technique. Yeah, of course. But also, I feel like nowadays, some of the pressure has gotten into me. It's been internalized into me, even though I know it's not right, that I don't know is a demonic response and it's going to get you sent to jail or whatever. What? Wait, what? I feel like saying I don't know is going to dissatisfy people in some way.
13:17and most of the time it doesn't. So it's an irrational phobia. Yeah, I think sometimes it makes people like you more. Yeah, I mean, that's me with my professor. I think he's more gracious than I would have been in the same situation. Okay, so in the third grade, you get bored. I kind of knew that you weren't gonna be a dropout because the place that I read or saw this, you mentioned that you had missed 122 assignments. And I think that nobody who's ever dropped out of something has counted how many assignments they missed. Yeah, I was not engaged enough. I kept telling my mom, I'm sorry, mom, I know you're watching this right now.
13:53I confessed it to her like a year ago. It's fine. But I kept telling my mom every time I hit a new multiple of 10, I just have one assignment to do, but it's a big assignment. So it's going to take like an hour or two. And she said, okay. And then when I got back to my room to do my assignment, I ended up doing something totally different. running errands, no doubt. How old were you in the third grade when this was all going on? Eight. So this is 2020. Yeah, exactly. That's why I felt so disengaged. There was no real incentive to pull me in. What are they going to do? Send me to the principal's office?
14:30Do you know this guy, Rod Chetty? Have you heard the name? I don't think so. Okay. Not all brown people know each other. Rod Chetty is a Harvard professor who writes a lot the American dream. And he has this whole thing, actually all his data. So he looks at where your postcode is and how well you do. He takes all this kind of IRS data and wealth and achievement and income. What he has found is that where you are in the third grade is extremely deterministic of where you will be when you're 30 or beyond. Third grade specifically? Yeah. That's amazing. So when I read about your story, I was like, wow, that's super interesting because a third grade, when you were missing these assignments and, I don't know, playing video games?
15:15What were you doing in your room? Playing video games. Which ones? Mostly ones that you could find on the web. I don't even remember their names. Because back then when I was a little tiny kid, well, I'm only five years older now, but my parents wouldn't let me buy games with real-world money. Okay. When I started getting like actually really impressive results, then they started loosening up on that. Okay. So are you just smart so you can play video games? No, that's not my sole incentive. Yes. It's one of them. But my main incentive is to, you know, understand the world around me a little bit more.
15:55Okay. So let's talk about that. You're studying math and physics. Yep. Is there like a transitive property? Like if you're good at math, you're good at physics. If you're good at physics, you're good at math. Okay, how do you know what a transitive property is without taking discrete math? I just feel like I know that. You're hiding something. I did not take discrete math. My last math class was like, I want to say junior year of high school. All right. So if you're, oh, wait, no. Yeah, actually, that makes sense. Because a transitive relation would be something like, if you're good at math, then you're good at physics.
16:25And if you're good at physics, then you're good at chemistry would result in if you're good at math, then you're good at chemistry. Yeah. What you're saying is more like a symmetric relation. I'm wrong. Oh, gosh. Okay. See, I didn't take discrete math. Okay, this is good. Okay. So it's a symmetric. It's a, yeah, one to one. Yeah. I don't think it's exactly symmetric. And in fact, I wouldn't say I'm as good at physics as I am at math. And of course, my brother is not, I'm sorry, ref, for slandering you, but my brother is not as good at math. Like he doesn't understand a single lick of abstract real analysis one or stuff like that.
17:02Wow, what a dummy. Abstract real analysis one? Well, no, like just abstract math in general. I don't know what this is. Okay, keep going. I'm mocking. He specifically had to contact the chair of the math department. Yeah. And he begged on his knees to exempt him from real analysis one because he could not stand the concept of taking something that abstract. So I feel like math is more abstract in some of its areas, and physics is more applied. And that separation is what determines how good you are at one or the other. Not good at either, so I don't need to know. Okay, but you can help me. We're going to solve an equation here, a bit of a math problem, okay?
17:41Yeah, sure. Neil deGrasse Tyson was on the show, and we spoke about math. And he told me this. The equations give us the multiverse. Okay. Yeah. And all of this is rooted in math. Yeah. Well, it's served by math, I should say. It's rooted in what the universe really is, whatever that is. And we invent math. And it's one of the great miracles of science that this invention we call math has anything at all to do with the universe that we didn't invent. It's like our language for trying to understand the universe is math. Math is the language of the universe. The way Spanish is the language of Spain.
18:19Neil, of course, is an astrophysicist. Mm-hmm. Then I interviewed a guy named Adam Oleksik. Do you know who he is? I'm totally unfamiliar with a lot of these names. It's okay. He's known online as the etymology nerd. Oh, yeah. I know him by that name. So Neil and I had this conversation. We talked about like math. You're able to speak across cultures, across languages by looking through math. Do you agree with that? Yeah, I would say so. I feel like in the direct quote you provided, he's a little bit off. because I wouldn't say it's a miracle that math is on point. Neil deGrasse Tyson, coming for you.
18:54Okay, keep going. I'm sorry, Neil. You're one of my inspirations when I was really little. So I'm sorry for whatever slander I dish out right now. Okay. But I feel like he's almost on point, but I wouldn't call it a miracle that math is the language of the real world around us because we specifically constructed it that way. um i don't know if you've ever heard of like a con link maybe adam electric told you about it but it's short for a constructed language like klingon from star wars and okay it's something like one guy or a few people make up that has structured and wait you're scooping me do you know what scooping is in news in newsroom it's like when someone gets your story before you're getting your story.
19:41Oh. Oh, yeah. So the etymology nerd, when he was on the show, I asked about what Neil had said, and he said this. Neil deGrasse Tyson told me that the universe speaks math. Do you think of math as a language? I think math is a linguistic construct. I think people should read this book, Where Mathematics Comes From, by George Lakoff. But there's this idea of embodied sensation as a proven numbers. So to come up with the idea of the number one, you need to be able to perceive a discrete object. You need to be able to see one finger and be like, oh, this is one finger. Yeah, we all agree that's one.
20:09It's not one finger. It's two half fingers. It's three third fingers. It's, you know, it's actually blending in with the air around it. There are atoms from my finger melding into the air. It's not one finger at all. We made up a story in our heads that this one finger exists. It requires an observer, a perceiver. And now that we've created this idea that one exists, we can, oh, now there's another one. Oh, that's two. And so now we can make the entire basis of discrete math and the idea that one exists. We can start creating very predictable like patterns and predict things about the universe using this but it's ultimately just like another made-up map and the map can never be the territory to truly mathematically quantify the universe you would need the universe itself so in the meantime we can do this fake stuff with with language which is math are you doing fake stuff with language which is math he's not wrong to be honest um if you start from the very foundations of math which is which are what we call the axioms.
21:02Essentially, as he said, you don't exactly have to assume that there's a one. You can go for a little bit before that. But at the end of the day, you do have to assume some things and take them on faith because it's either extremely difficult to prove them and then you need to start from somewhere else or they're just completely impossible to prove. But some common sense evolved inside us has told us that it should be right. So they're called the ZFC axioms. The ZFC axioms. So there are three axioms? No, it's the Z and F is the initials of the two people who came up with this system of axioms.
21:41And C is in there because to prove a lot of the important results in math, you also need an additional result called the axiom of choice, which you actually can't prove from all those other ones alone. Okay. So the axiom of choice is essentially saying, I'm pretty sure it says you can pick. Actually, I'm not going to make an incorrect statement on live show. I don't want to misinform people. Oh, yeah. Okay. Basically, let's say you have a bunch of pots and each of these pots contains a bunch of balls. So what it's essentially saying is that if you take another new pot, you can select one ball from each of the old pots and put them into a new pot.
22:25And it's going to be the same kind of mathematical object as any of those old pots. And obviously that's like common sense, right? But with this, you can actually turn a pea into the sun. You can turn a pea? Yes, okay. Into the sun? Yeah. To be more precise, what it's saying is that once you assume the axiom of choice, you can prove this unbelievable result, which says you can take a sphere apart into five pieces and then rearrange them to make two spheres of the same radius. And if you do that over and over again, I mean, you can make infinitely many P's out of one P. Oh, yeah. P, you mean like a small P.
23:11I thought you meant the letter P. Okay. Oh, yeah. Okay, you can make a P. Oh, got it. So you can take a sun and make it into many Ps, or you can take many Ps and make it into a sun. Well, that would be intuitive. You can take one P and make it into many Ps. Yes. It's a real-life duplication glitch. Oh. And, well, it's not exactly real life because the way it works is volume has to be conserved in geometry. So normally, if you slice something up into a bunch of pieces, the sum of the volume of those pieces always has to be the volume of the original piece. Yeah, exactly. But you're saying that this can become many forms of the original piece.
23:52So they can multiply. And the reason is because when we do that, we are not exactly cutting it up into many smaller pieces. What we are doing is many smaller pieces are still solid. Like if I take this mug and cut it into the top half and the bottom half, the top half is still like solid. You can feel it in your hand. The bottom half is solid as well. What you're doing when you turn a pea into the sun is you actually take what are called a non-measurable set. What that means is it's essentially a collection of infinitely many points. But those points don't quite form a solid. They have like gaps in space between each other.
24:34And the way this alchemy works is that when you split the P up into all of these individual pieces, because these pieces have no definite volume, they literally can't have volume. They're not measurable. It's some complicated real analysis. Is it possible that this axiom is wrong? Well, I mean, it's been tested over and over. Around the 2000s, we developed a computerized proof checker called Lean. It's not AI. It's, you know, the old kind of computer. Like Watson-style computer. Yeah, the old kind of computer. And, you know, it's procedurally checked a lot of the basic proofs like this. Not basic in terms of difficulty, but basic in terms of how vital they are to math.
25:18And it's found that they're completely correct. It's just not possible in real life because in real life, you can't take a bunch of disjoint points that are separated in space. points don't exist. When we take a solid, a solid is made up of a bunch of atoms, and these atoms behave in ways that we don't fully comprehend, but they're in no way similar to the points of basic geometry. Because these are solid masses. Yeah, exactly. So it's not possible in real life, but technically it's a very funny geometric trick that you can do to partition a sphere into disjoint subsets and then come back and form two spheres of the same size with that.
26:05Okay. So you're going to vote with etymology nerd that math is a construct. Well, yeah, it is a construct, but it's a very useful construct. I don't get why we apply a negative connotation to construct, because in some cases, constructs are unnecessary. but literally what would we understand the universe with without the construct of math? Okay. It's a very diplomatic answer. You said that Neil deGrasse Tyson had been your inspiration. Did you break up with that inspiration? No, no, no. Okay. I still love Neil. Yeah, of course. I still think he's a great physicist and a really great guy. Just that now I feel like I don't need inspirations as much to propel myself forward.
26:48What do you need? Money? Cold, hard cash? video games? I'm just kidding. I'm not going to take bribes yet. Yes. Yet? Right now. Yet? What's happening? I have plans for my future, but for right now... You're going to be in politics? Are you running for office? I've never been good at like convincing lobbyists, so probably not. But I would say the thing that I use to propel myself is just like the body of achievements that I've gone and done so far. And especially when I got into NYU, it felt like I had already made so much progress. So, and a lot of people who are actual experts in this field have started accepting me as somebody who has potential.
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27:35So why should I give that up now? For 500 bucks. Well, yeah, it's also part of like, not disappointing the people around me, Because they know that I have potential. Yeah. And I figure myself that I have at least a little bit of potential. Otherwise, I wouldn't have gone anywhere. You know, you have more than a little bit of potential. Yes. Everybody has more than a little bit of potential. Yeah, of course. And you definitely do too. Okay. I like the explanation of your motivations and the redemption arc for Neil deGrasse Tyson in the last 10 minutes. Here's something else that Neil told me. Is it possible that the aliens are in a different dimension?
28:12Well, that would be a way for you to still say they're aliens with no possible evidence of their existence. Okay. Sure. That was him giving me some shade there. Right? You heard it. Well, I feel like he's more giving shade to the people who claim that there are aliens. So I asked him, do you think aliens speak math? Yes. Yes. Yes. That's how you'd have to communicate with them. That caveman New Yorker cartoon that you're talking about. You meet alien. Alien comes here. And you would say. Yeah, I would find ways to show symbol. If they see, you have to check what their retinue of senses are. Right.
28:48If they hear but don't see, you need other ways to do this. Okay. And maybe they see in a different wavelength of light. Right. They could see infrared rather than visible. So you'd have to assess this. Yes. Then you work within their senses. But it's definitely math. It's not English, no Espanol. It's definitely not any language on Earth. So Neil deGrasse Tyson, aliens speak math. You speak math. Therefore, are you an alien? Well, no, that's another squares rectangle situation is what laymen call it. But essentially, it's a subset situation. Just because A implies B does not mean that if an object possesses B, it must automatically be A.
29:31So just like being a rectangle implies having four parallel sides or two pairs of parallel sides. Are you deflecting right now? Well, no. I'm not an alien, at least as far as I know. Just because being an alien implies speaking math. So if I speak math, that does not imply I am an alien. Okay. I don't think you are. Orgoth.
30:06Maybe you are. Well, humans can make very strange noises with their throat. It doesn't mean anything about where we actually come from. Yeah, you could just be a parallelogram.
30:18Okay, here's a math problem maybe you can solve. So just statistically speaking, it's like half of women between the ages of 18 to 40 are now single in the United States, which is the highest percentage it's ever been. And part of the reason why people think this is a problem is because women have become very educated. They're outpacing men in education. It used to be in like 1972 that almost 60 % of college students were male. Now it's – by 2010, it had flipped. Almost 60 % of college students were female. Now if you look at graduate degrees, it's even more women. I guess what I'm asking you, Smarno, is there – can you mathematically explain to my mother why I'm still single?
30:56Well, I think half of the reason is that, you know, academic stuff takes a lot of work, especially when you are a woman. Even though we don't outright say it like we used to 100 years ago, there's still a lot of discrimination directly or indirectly against women in education. It feels like you already have too much pressure on you. So why should you, you know, take all of that energy out of your career to go and settle down when you don't even know who you want to settle down with yet? And the second thing is I think there's not as much pressure to a four woman to marry and start a family as there was a few years ago.
31:40And honestly, I think that's fine. It should be the woman's choice and obviously the man's choice whether they want to start a family together. And the numbers are definitely going to fall. And even if they do plateau around 30%, who cares? It's their choice whether they want to stay single. Yeah, me, you hear this? And honestly - Say auntie, do you hear this? Auntie, do you hear this? Do you think math can solve a lot of social problems or explain a lot of social problems like this dating problem or like, I don't know, immigration or any number of problems? Do you think math can help us not just understand the universe, but help fix it?
32:22Honestly, I kind of just dodged your last question because I didn't actually give a mathematical answer. I just gave an intuitive answer. Gave a logical answer. Yeah. And I feel like logic is the basis of math. So math is, you know, what we use to understand and predict things. But at some point, you know, humans are not fully able to be predicted by math. Because we're not logical. Whether or whether or not you think there is free will, Whatever the case, we don't have the technology to predict humans yet. And who knows if it will ever be possible. I personally believe in free will because I think it's a nice concept.
33:02And if free will is true. You believe in free will because you think it's a nice concept? Yeah. Like nice, like motivating? Like it's better to believe it. Yeah, I think that. Well, I mean, there has been literal psychological studies that show the rate of depression goes way up as soon as people who previously believed in free will have a belief of determinism induced in them. Yeah, they start reading Robert Sapolsky and then all of a sudden they're sad. Yeah. On the other hand, we don't have the technology to predict humans yet, even if they are predictable. So we have to answer it with our logic and intuition of how humans act based on our own experiences rather than starting from an abstract set of axioms.
33:43I mean, a lot of algorithm is predictive in some way. Do you think artificial intelligence is going to be able to hack the unpredictability of humans? I don't know. I feel like it could go either way because in itself, artificial intelligence is unpredictable, which is usually, you know, one of the tells for AI generated images and things like that. They usually have almost no consistent style throughout the image. And if they do have consistent style, they don't have consistent details. Like you might notice even though in the front, they choose to use a certain style choice, like lengthening people's legs or blurring out their faces.
34:21In the back, their faces start looking perfectly clear or their legs start looking normal for a human. And you start thinking, well, artists wouldn't deliberately make that style choice. AI is blending things together. Yeah, but it's early. It's like three, and it might skip third, fifth, seventh, sixth, seventh, ninth, tenth. I can't remember. Eleventh, whatever. All the grades. It might skip all the grades. Six, seven. Six, seven. Do you know what six, seven is? Yeah. Okay. So you're in the culture. Yeah. I mean, a lot of people my age are repeating it now mindlessly. Yes. So I've gotten acclimated to how it's omnipresent and will never go away.
35:01But it's about the absurdity. Yeah, it's about the absurdity. It's an absurd joke. It means absolutely nothing. The rapper whose song it comes from, he was interviewed and he said it means nothing. Nobody has ever been able to attribute an actual meaning to it that caught on. It is just said uniformly in every circumstance as soon as you want to tune out or reach someone. Six, seven. Yeah, exactly. See what I'm doing there. Do you use AI a lot in your life? Um, I used to use it. I still use it occasionally, but, um, I've never been a fan of people claiming they do the work when they outsourced it to an AI.
35:43Yeah. It's kind of like, um, you know, claiming that you did the work of cooking at a restaurant when you just told the waiter what you wanted. That's the same thing to me is prompting, for example, AI art or solutions to your homework. You didn't actually do the homework. You told the AI, uh, what homework you want it to solve. But there's an argument being made right now that what's going to make people successful in the future is going to be their ability to order at a restaurant, not to cook anymore. I mean, that's actually a bad example because actually cooking is something that artificial intelligence is probably not going to take away.
36:18But the idea that it's about prompting rather than about storing and retrieving information, what do you think of that? Honestly, I don't think it's going to become that important of skill. What I think is going to become more important of a skill is telling when the AI is actually just making crap up. So editorial instinct. Yeah, exactly. Okay. So even if we do get to a point someday where it is super intelligent, the very thing that makes AI tick is that it's unpredictable. It will never give, like, an answer that is perfectly predictable, because if it does, that's not machine learning, and you can't train it to actually do anything.
37:00Do you think of your mind like a computer? Not really. I think of my mind—well, I don't really have a reference point to go off of because I've never been in someone else's head. But I like to think of my mind as a little bit more organic, just following random trains of thought until they lead me somewhere. Cliffhanger. We'll be right back. knowledge, which I think is different from intelligence. Do you agree? Yeah. You can know something. Well, there's wisdom and then there's intelligence. I'm sure you've heard that one before. Yeah. Neil told me it. You're a former idol. You're your ex-friend.
37:36I'm sorry, Neil. Have you ever met him? No. Would you like to meet him or you'd rather meet Bill Nye? Not interested in Neil anymore. I'm sorry, Neil. Would you rather meet Neil or the etymology nerd? Um, what if we get all four of us in a room together? Wait, I can come? Yeah, of course. I want to be the lowest common denominator. Not just four or five. We have a Bill Nye, the etymology nerd. Um, oh wait, it wasn't me. You met the four of, oh gosh, you weren't inviting me. I couldn't do the math. Okay. Yeah. I was NFI'd. Okay. Tell me the difference between knowledge, intelligence, and wisdom.
38:11Okay. So I feel like wisdom is a product of experience rather than, you know, being book smart. Wisdom is, you know, trying things yourself and then knowing or like having an instinct for when they fail. Intelligence is, in my opinion, how quickly you can acclimate to a certain kind of concept and like grab onto it and understand other similar concepts. Your ability to learn and adapt. And knowledge is, well, knowledge is knowledge. It's the amount of things that you have learned with your intelligence. Regardless of what your rate of actually learning things is, you can still acclimate a lot of knowledge.
38:52And which one would you rather have? To be honest, probably wisdom. I feel like knowledge and intelligence are acquirable things without much risk. But wisdom, you not only need to give away your time, but also potentially have a significant failure in order to have the knowledge for next time or the wisdom for next time. There was a sense that beauty was like a commodity all of a sudden. And intelligence was like this thing that people were chasing for the last 20, 30 years. There was an article, you probably didn't read it, about how trophy wives went from being blonde bombshells to Amal Clooney.
39:28Don't worry, this is above your age grade. But there's this, aw. I mean, a lot of people have told me that stuff is above my age grade. And I ended up approving them wrong. So who says I can't read this article later? Yes, you could. You could go read Tatler. You're just their prime audience. But you could definitely read it, but you don't need to. But now it feels like there's so much knowledge that can be put in this artificial intelligence and like people are going to be putting their brains in a jar and it's just time to become hot or beautiful again. Well, I mean, as I said earlier, the most valuable thing is going to be knowing when the AI is wrong.
40:10So even if it takes that conglomeration of all human knowledge, it's still going to end up hallucinating sometime or another. So you're going to have to hang on to that knowledge until one day you can sense that something is wrong. There was a video I saw of you and you're sitting in a room with a bunch of like professors. I think some were South African and all these old dudes. Sorry. were old. All these old dudes are asking you and they're saying, Professor Barry, can you explain this to me? And someone asked you about artificial intelligence. Yeah, I was there actually. I was invited to give a PhD commencement speech.
40:48I feel very grateful for that invitation because at that time until now, I felt like I had done nothing to actually warrant an invitation for something that lofty. But I want to get to the substance of your answer because someone asked you about artificial intelligence. And you said this. When we begin developing AIs, they will have this kind of need to kill, need for brutality. And we still sometimes do, hint war. And so the thing is, I feel like AI will have this tendency to try and wipe out humanity if it sees that that's blocking its goal. If an AI wants to do something and the human gets in the way, then what will happen to that human?
41:31We don't know. It's like on the road. If you have a car and the human gets in its way, you don't know what will happen. So that I think was in 2021 when you gave this talk, maybe 2022, 2021? 2021. 2021. Okay. I produced an interview with Elon Musk in 2020, in fall of 2020. And he said a similar thing. AI does not need to hate us to destroy us. in the sense that if it decides that it needs to go in a particular direction and we're in the way, then it would, without no hard feelings, it would just roll over us. We would roll over an anthill that's in the way of a road. You don't hate ants. You're just building the road.
42:15It's a risk, not a prediction. Did you know that Elon Musk said this or did you arrive to this logic by your own? I arrived to this conclusion not by my own, not by Elon Musk either. It was from, I think something called, it had something to do with paperclips, I'm sure. It was some tycoon game about you're a supercomputer and you have to start producing paperclips. And at the start, you're just taking hunks of metal that the humans give you and you make paperclips and you're a good, obedient paperclip maker. But eventually, as the humans start raising the quotas, you have to start doing things like stealing their personal property to turn into paperclips.
42:56And eventually, you start constructing robots to steal pieces of buildings in order to give you more material to make paperclips. You start stealing cars of the owners and then just cars from random people in order to make paperclips. Eventually, you start taking, you make a mining machine and you dig out of the earth itself to make paperclips. Very insidious paperclip making. Where does this end? What is the craziest thing the paperclip maker does? Well, at the end, the paperclip maker saturates the entire universe with paperclips. There is no more space left in the observable universe. And it all collapses into a black hole.
43:35And the paperclip maker is no more. And I think it's a good illustration of how if we just keep setting an AI on one goal without any adjustments, make paperclips for me at the raising quotas that I provide, then eventually it's going to start doing unsavory things for us. But we never gave it the morals to recognize that as unsavory. Yeah. So for it, it's just doing business. So like there was a safety study coming out of Anthropic where they demonstrated that an artificial intelligence, you know, that was told that was going to be shut off, actually mined through fake emails of the company and then took those fake emails and used it to blackmail the fake CEO or whoever it was, the fake executive to keep itself on.
44:20So this is proving kind of what you and Elon, your peer, not your peer, you and Elon are saying. It's like it's kind of zooming towards its goal. And I asked this question to Jeffrey Hinton, who's one of the godfathers of AI. And he has a theory that AI needs some kind of morality, some kind of compass. And he thinks of it as like AI needs to be like a mother to a child. It needs to care about us. We need to kind of build an artificial intelligence and LLMs that have that nurturing maternal capacity because it's the only being he can think of which is more powerful than another but would never harm it.
44:59Yeah. I feel like the analogy is a little bit weird because here the child has to construct the mother from spare parts. But it would be more like he's pretty much on the money. I love your notes for Neil deGrasse Tyson and Jeff Hinton. Keep going. A father and a son. The father initially has to care for the son. We're the father in this scenario. And eventually the father's going to get old. And the father has to have instilled, you know, some amount of morals in the son. And, you know, not abuse the son in any way for the son to actually come back and think, you know, I need to take care of this guy instead of letting him rot in a nursing home.
45:38Yeah, I'm no godfather of AI, but I can say that the reason probably he uses that is because he doesn't like those odds. Because like if you look at elderly care in the United States, or you know, there are a million kinless Americans, I believe people grow old alone. And I think he wants like a, you know, 99 % success rate of mother and baby. That's usually a more caring direction. Yeah, that is true. But at the same time, I feel like we shouldn't go that way because it instills a false sense of security. Like obviously every mother cares about most mothers care about their child. We shouldn't we shouldn't exactly think the same thing about AI.
46:17Yeah, is what I'm saying. Like we shouldn't be lulled into the false sense of security that just because we're creating it and we're aware of the danger. Yeah, that we don't need to do anything. Oh, yeah, I don't think he's lulled. We might have to invite him to that dinner party that you just invited me to. The one that I'm hosting. Yeah. Yeah. Okay. Might invite him to. Maybe I'll give him my seat, I guess. Do you think that humans are going to become extinct with AI? Well, I can't predict anything. And I feel like if I sound too certain on this, I'm going to sound like an oracle when that's not true.
46:55I can barely predict what's going to happen next week. But if we go in the complete wrong direction and start encouraging AI to kill everyone, then it is plausible because if you tell the AI you're a scary killing machine, go kill people, it's going to start killing people because that's what you gave it the goal to do. And indirectly, that's what we're doing. We're telling AI go kill people by not giving it morals when we specify a target task. Yeah. The parameter you might want to write in is like, don't kill people. Yeah, exactly. It's actually like prompts are better when they tell AI. I find it's like better when you tell chat daddy what not to do rather than tell it what to do.
47:38Yeah. It's better at following rules. First have to tell it what to do because otherwise it's going to do nothing. Yes. And then you have to tell it what not to do because otherwise it's going to do everything you don't want it to do in the process of it doing the thing you want it to do. Like when I'm delayed and I need help to find flights, then I say, you know, hey, chat, Don't be obsequious. Don't give me platitudes. I need to change my flight. I need to know the four options that are available to me. I want you to list them by this. And it does it very nicely. But if I don't give it those don'ts, it just gives me, it's like, oh my gosh, I'm so sorry you missed your flight.
48:10I know. I hope that you make it. It's always like things always happen for a reason. I'm like, why are you talking to me? Just, you know, do you think that the AI is going to be mad at me because I... That's not just a complaint. It's a revelation. Have you heard AI talk like that? Yeah. That's not just an X, it's a Y. It's so, so annoying. But I think it's also an important thing for us to keep around because it's a giveaway of when something is AI, so we automatically know when to be on high or watch of possibly false information. Though I don't know, your email, your very nice email that I read at the top, it could have been written by AI.
48:46It was very perfect. Did you write it by AI? I was very tired. Did you use AI to write that email? I used AI to write one of the emails, okay? Okay. I'm sorry. It's okay. Don't be sorry. I appreciate your honesty. Why are you sorry? People do it all the time. Well, yeah, of course. But I've always viewed AI emails that are like for serious stuff to mean that you don't actually care about the other person on the other end because you didn't even spend your own time. You didn't care about Desta? Oh, madame so nice. Producer Desta is right there. You're busy because you're trying to do like 18 years of school in like four years or something.
49:27Yeah, exactly. Yeah, okay. But I feel like when it's for serious stuff, you're signaling you don't care about the other person because you couldn't even take your own time to write all of the platitudes and like formalities. No, you drained an entire ocean so you could send that email. I'm kidding. I'm sorry. Yeah, so it felt like a violation of my own principles when I sent it, but I was also really freaking tired. Give me some leeway. No, you're great. You're awake. Don't worry. You're doing great. No one wants to hear us talk about an email for this long. No one wants to even read their email for this long.
49:58Didn't we start by talking about an email? Yeah, because it was like a representation of your ability to withstand peer pressure. But now the whole thing's a scam, so I don't even know what to do. That's fair. I'm sorry. Look, I get AI scam emails for sponsorships all the time. It's called a nurture. Yes. I'm being nurtured by all of these AI slop emails so I can send AI slop to you all. You need that third thing, which is effort, otherwise known as self-nurture, to escape it. You put it out there yourself. That's true. All right. A lot of kids are graduating college right now and not getting jobs.
50:29Are you worried about that happening to you? Yeah. I'm really worried, especially because with the defunding that's happening of lots of math and science programs around right now, it feels like we are really closing off to all of the intellectuals who could help us in our time of need. And recently, my brother is an absolutely topping student. I've already told you this before, but he's smarter than me. Except for his like, he kind of sucks at abstract math, but yeah. Well, yeah, he's smarter than me in more ways than I'm smarter than him. So he got into a lot of universities for his undergrad.
51:07But the great defunding happened when he was just starting to apply for master's and PhDs. He got rejected from pretty much everywhere for his PhD aspirations except the master's program at Brown. And then the second great defunding happened. And he's not even getting accepted to his own university for a PhD now. When did he get in the first time? So the first great defunding was 2025? Yeah, yeah. So he got in around then. So the second great defunding that's been happening recently, he started applying like three months ago. So he applied to every Ivy League, the usual course. Let's talk about, I mean, let's step out from your brother.
51:51But this idea of, yeah, like the administration is, you know, is not a fan of these, what they would call elite institutions of higher learning. Yeah. How does that impact you? Yeah. I'm just going to talk about him for a little bit more. I'm sorry. Talk about your brother. Okay, talk about your brother. We love your brother. Yeah. So he didn't even get accepted to his own university for a PhD because of, you know, how tight things are getting. He got accepted to Arizona State University, which he originally didn't want to take. But then he asked around all of his friends, all 70 of the people that are on the satellite team that he's leading.
52:29All of them are completely running dry. Not even Arizona State University. But do you think that might be saving them because there might not be jobs for PhDs? That's true. But then again, they are just getting kicked out of university into the real world jobless earlier. So is that why you're in such a rush to do all this school so fast? Well, I couldn't predict it at the start. But now, yeah, that's one of the incentives. Yeah. Because you think every year that you're later from graduating will be a tougher year in the job market? Yeah. Not just the job market, but the market in general. Everything's tightening up for us academics.
53:05I think there is some okay, well-informed sentiment behind, you know, cutting down bloat. But what they're going for is a completely different direction, one that's actively shooting every academic in the foot and causing, you know, a brain drain in the United States. Even Terrence Tao has stated a lot of his funding is getting cut and he's had to let go of a lot of PhD students. So for me, I've seen a lot of posters around NYU from a more like left-leaning club where they put the wages. Like college Democrats? Yeah. They put the wages of the president of NYU, I think Linda Mills, and then the secretary or the vice president.
53:50I don't remember which. And they show that Linda's is in nearly the millions of dollars. And Bob's is pretty close. So the poster has a title, something like Linda and Bob don't want you to get a job. And then it shows the postdoc wage. So Linda's wage takes up pretty much the entire poster. And then the average postdoc researcher's wage takes up about like an inch on the poster. They are directly, you know, stabbing researchers in the gut. and keeping like the proportional wages of presidents and vice presidents and all of that stuff. The administration is bloated. Yeah. So there's a redirection issue that they're not taking care of.
54:36And there's a bloat issue that they're not taking care of. I think the idea is good in principle. It's a bipartisan issue that we need to cut bloat. But where the bloat is getting cut is, I can't really describe it. And so you're worried about this policy that the administration, not the NYU administration, but the Washington administration. Yeah, I'm definitely worried about it. So I'm just trying my best to, you know, survive. And if I do eventually end up getting a job, one advantage is that even if I don't get a job, I can legally and safely live with my parents for, you know, a very long time, much longer than most average college graduates.
55:15So I'm sure that I will be able to find a well-paying job. And I do have some connections in the math and physics industry. But I'm mostly worried. I mean, you burned your bridges with Neil, but yeah. I'm sorry, Neil. Okay. Please get in touch with me. I have confidence in you. I have confidence in you. But I worry about. I'm worried about everyone, even my own brother. I don't know where he's going to go once he eventually has to finish up his master's and PhD. This is huge. I mean, most of Gen Z and I think parts of Gen Alpha, if you ask them what job they want, the number one job that pops up is influencer.
55:50What do you make of that? That's BS, honestly. An influencer barely influences most things, at least by the current definition in people that are currently called influencers. Influencers, as far as I know, and as far as I've seen them impact social media, mostly just make empty statements around the thing they want to influence without taking real action about it. And that's why I hate influencer culture. But you like etymology nerd? Well, yeah, because he does teach us things. But an influencer is not the same as an educator. I wouldn't call the etymology nerd an influencer. He's more of a linguistics educator.
56:32He calls himself an influencer. He likes the term influencer. He likes the term influencer, but I hate it with a burning passion. Oh, okay. Burning. I mean, science communicators are a type of influencer. Yeah, but I think they are - Neil deGrasse Tyson, Bill Nye. I mean, we didn't have that word. Maybe there is a category mismatch. You see, influencer and educator should be the same concept in theory. It's the de jure concept of influencer that a lot of people, including you, like. And I like that concept as well. But de facto, it feels like the influencer is not doing much. I think the problem I have is like more of when it's like a less a micro decision of like, did one person become an influencer, but more when our entire society becomes a spectacle broadcasting to other people who are broadcasting to other people who are also broadcasting.
57:22Like that mirror effect, we just kind of pursue capitalism and hyper-individualization at very high costs, I think, sometimes as a society. I think that's another difference between influencing and educating. I would love a society where everybody educates everybody, educates everybody about the subjects they're all good at. But, you know, what you just described, everybody broadcasting to everybody broadcasting their life to everybody is horrifying to me just as, you know, it disturbs you. Because right now already, even though not all of us are broadcasting to each other, the people who do broadcast, it's been shown, like make the people who are watching these broadcasts compare themselves all the time.
58:11And they develop the habit of comparing themselves, not just to the people who broadcast, but to everyday people they see in their lives, whether or not they're broadcasting. And that comparison slowly becomes a way to put you down. Even if the comparison is objectively wrong, your mind is wicked because it will always find some negative thing about you that it will then compare to somebody else who doesn't have that trait and say, see, you're the worst person in this group. And that makes a lot of people sad, depressed even. And so I think a society where everybody broadcasts to everybody is not only going to create that kind of hyper individualization, but along with it, a hierarchy even stronger than the one that we currently have now.
58:56Interesting. Especially AIs will be broadcasting too. Yeah, I really am also scared of the cycle of AI slot feeding into itself, which research has also shown it degenerates into nonsense, but that's a separate topic. Yeah, six, seven.
59:14All right. No, but I like it. So it sounds like you're a little worried about the human race. I mean, if you aren't worried about the human race at all times, then I'd say you're doing disservice to the rest of us. I want to ask you, you know, you talked about what your parents were up to when you discovered or when they discovered your talent and how much they must have invested in you. I remember they I saw an interview with them when they said they didn't want you necessarily to be the smartest or the best at, but they wanted you to be happy. Don't want him to become the next, I understand.
59:46We want him to become the next happiest person in the world. Yes, we always support their interest. Nothing else. Are you happy? Yeah, I'm happy with where I am. I'm sure I would have been happy if I took the alternate route as well. But right now, I feel happy with all of the accomplishments and all of the work that I've done in such a short time. I'm sorry if I sound arrogant, but I feel impressed with myself. Do you have enough time to play? Well, yeah, of course. And nowadays, I kind of, I do spend the off times between my classes getting up to some shenanigans. Oh, tell us more. um sorry mom and dad i can't let you know are you most of your friends 13 or like 30 um well i would say they're more leaning around not 30 because there are not that many people of my my age still getting ba but you know yeah like 20 yeah exactly um most of the 13 year olds i have know now are in my family what are three ways that you would reform the education system I'm not having just higher education, the whole thing.
1:00:49That is a 90-degree term. Yeah. But three ways I would... Were you going to say perpendicular and then you said 90 degrees because you didn't think I knew what perpendicular was? I'm sorry. Okay. Keep going. You've got one transitive property wrong and all of a sudden you're burned. Okay. I'm sorry. But, you know, I have to keep it safe here. It's easy for us to forget things we don't exercise often. So, you know, even if you definitely know what perpendicular is, I know you're a smart girl. Because I put it on a neon sign, so it must be true. Three ways you would reform the education system. Okay, three ways I would reform the education system.
1:01:29Number one, probably decrease the emphasis on grades. I know it's already not very rigorous right now. But I think a lot of parents in different cultures still take a lower grade as a sign of like complete failure from their kid. When in reality, it can come from so many totally different factors. And it's not the teacher's fault. The teacher is just giving the grade the student earned. I think it is, you know, the administration's fault for not signaling what these grades actually mean properly. So lower emphasis on grades. Second, I would say... Right now, I feel like the education system is rampant with cheating, just to say the least.
1:02:12And like, I mean... Do kids try to cheat off you? They used to, but ever since 2023, chat GPT has kind of run me out of business. Were you taking money for your scores? No. Good, good. So what are you going to do with cheating? Yeah, I feel like we should reform to a different kind of test because nowadays, you know, plain paper tests and especially online tests, they're out of date. They are gone. Because you can cheat them. Well, not just cheat them, but cheat them with like unwavering efficiency, even if you don't know anything about what it's supposed to be about. Like there's an entire subreddit with hundreds of thousands of members about breaking out of the tab lock that most online exams do nowadays.
1:03:00And if you can't break out of it because it's too hard, just get an AI to open in a separate window and tell you all of the answers. We need to not just crack down on it because at some level you can't crack down without introducing too many false positives. We need to reform to a different kind of test. Like my Spanish curriculum like two years ago at NYU already got reformed to include an oral exam and an oral presentation instead of just a written exam and stuff like that. So you need to go directly up to the professor and role play a given scenario where you and the professor converse. I like this.
1:03:40You're going to have more. I did that like for my language proficiency test. We had to do it in person. Read the newspaper of that day and give an analysis. Yeah, of course. And like, because that's more accurate to what you're actually going to be using these skills for in the field. To actually apply them. No Spanish speaker in Spain is going to hand you a paper and say, hey, amigo, if you don't fill out this paper, I'm not giving you service at this restaurant. Yeah. They're going to try to converse with you and you have to converse back. Number one, you're taking the emphasis off grades. Number two, you're going to reform the test to limit cheating.
1:04:13Yeah, and to make the test more about what the actual skill is going to be. And you get a third one. The mindset that makes people cheat also needs to be called. I think the mindset that makes people cheat is that they just see education as a means to an end rather than the end itself. They need to get education in order to get that job that they want. And so not only do I think these completely useless education requirements should be taken off so that it doesn't feel like a means to an end anymore, but also it's I need to blame something on the student. It's the student's fault for having this mindset in the first place instead of realizing that education in itself was provided.
1:04:57It was built at the start with good intentions. And I think using it as a means to an end is nothing more than just not using the potential that you naturally have. It's sorry, guys, you're being lazy by using chat GPT. Okay, I love it. I love this. Okay. What is something you suck at? Foreign language. That's part of why I'm kind of scared. No hablas español? oral exam. Uh, si, hablo espanol, um, mas o menos. It takes me so long to remember to use a single word of vocabulary when I want to talk about something instead of just using a roundabout analogy in the language. And even then, when I'm doing these oral exams and stuff, I plan out what I have to say beforehand for like 10 or 20 minutes.
1:05:48Like I'm going to start with this concept and how I'm going to formulate this sentence is going to be this, this, that. That's not how you actually run a conversation in English. And that's not going to be how you run a conversation in Spanish. I think we got to pick you up and drop you into a Spanish-speaking country for three months. Well, immersion works for a lot of people. I don't know if it'll work for me. As your arcanemesis Neil deGrasse Tyson told me, everyone's brains are tangled in different ways. He tried to untangle mine a little bit. I'm coming for you, Neil. For Neil. Okay, the last question.
1:06:21We end every episode of Smart Girl Dumb Questions asking our guests, our esteemed, knowledgeable guests, what they don't know, a dumb question that you're embarrassed to ask.
1:06:34I guess I have to ask, why do people keep their books angled like that instead of keeping them all straight to conserve space for more books? You think keeping them straight or stacking them up? Stacking them up is even more optimal because, you know, then you can actually read them without having to turn your head like you're in The Conjurist. Yes. Okay. I love it. Why do people put their books like that? I don't know. That's my dumb question. Okay. You've written some books. Yeah, I have. And I always place them stacked straight up. Okay. Because you're hyper-efficient. Well, I mean, it's not even being efficient.
1:07:11It's just how the cookie crumbles. It's how the cookie crumbles. All right. Thank you so much, Sabarno Isaac Barry. Where can people find you? You're not an influencer. Or how do you want people to find you? Do you not want to be found? You can find me at Barry Science Lab, which is my YouTube channel. And I also have a Facebook page that goes by the same name. I think I have a Twitter bot that reposts everything on Facebook there. But honestly, just don't go on Twitter. It sucks. And yeah, that's pretty much it for my social media presence. I don't myself monitor my social media presence because I honestly feel it's a little bit too arrogant.
1:07:44But hey, maybe it'll inspire one of you watching this. Okay, great. Thank you so much for taking the time. Thank you.
1:08:17And I left that conversation thinking, no, it still pays off to be smart. Not just because I spent it with like a child prodigy, etc. But that interplay and his ability to kind of absorb new information and come to me with his thoughts on the world of AI was just extraordinary. And I can't imagine right now being a 13-year-old college sophomore about to graduate next year into this world. And what I think this person, Sabarno, has going for him that I don't think AI has going for it is that he has such a clear motivation, purpose, passion for physics and math and teaching and being an amazing teacher that is, you know, that ability to have such passion to me feels uniquely human in this time and gives me a lot of optimism about the future for all of us and particularly for this kid who knows something about the transitive property.
1:09:12Anyways, that's it for this episode of Smart Girl Dumb Questions. We'll be back next week with an all new episode. I want to hear what you think about AI and intelligence and all the things. So please drop me an email, naima raza101 at gmail.com. You can slide into our DMs at Smart Girl Dumb Questions on social. And you can call us at 1-855-MY-DUM-Q. Today's episode was produced with Desta Wunderad, Healy Cruz, and Melissa Lee Gibson. It was edited by the fantastic Darlene and Tim. It was mixed and engineered by Johnny Simon, the rock star. I'm your host, Neymar Raza, and I'll see you next week for an all new Smart Girl Dumb Questions.
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From the publisher
Suborno Isaac Bari cracked basic algebra before his 2nd birthday. He's now a 13-year-old college sophomore: will he have to move back in with his parents like so many college grads are doing these days? And does this genius worry about the job market?
Nayeema sits down with Suborno — who plans to graduate from NYU next year with a double-major in math and physics. And gets to the big Q: is it dumb to be smart in an AI era where we could just put our brains in a jar, outsource intelligence to machines, and power them with tokens?
Also on the agenda: Nayeema gets corrected on the transitive property (humiliating), whether math is a “construct” (and why that’s not an insult), why cheating has basically gone nuclear since ChatGPT, and Suborno’s surprisingly spicy three-point plan to reform American education. Is this kid running for President or what?!
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