February 20, 2024 • 39 mins
Embark on a linguistic escapade with us as we traverse the playful avenues of the Spanish language and its cultural idioms. Prepare to chuckle as our guest and I compare the youthful charm of 'muchacho' with the gravitas of 'hombre' and share a laugh over the endearing oddity of international expressions. But it's not all about the words we say; we also muse over the unexpected innovations that sprout from life's little conundrums and how film and television are uniting audiences across language barriers. Trust us, by the end of our conversation, you'll see subtitles in a whole new light.
Ever wondered what would happen if we sprinkled classic literature into our movie nights? We tinker with the idea of promoting literacy through an unconventional blend of highbrow subtitles and cinematic stories. Meanwhile, the thought of AI in dubbing leads us down a path of cautious optimism, discussing its power to both enlighten and deceive. Our chat takes a slight detour into the realm of global politics as we reflect on the Argentine president's recent assertions at Davos and the fine line between technological progress and moral responsibility.
Education doesn't have to be dull, and we're spinning the gears on how to jazz it up using the glitter of Super Bowl-level ad campaigns. Imagine celebrities and viral sensations like Mr. Beast championing the quest for knowledge, inspiring a new generation to hit the books with as much fervor as they scroll through their feeds. Lastly, we unlock the doors to literary greats, offering practical guideposts to the enigmatic worlds of Kafka and Tolstoy. Whether you're a seasoned bibliophile or a curious newbie, this episode will leave you with fresh strategies to tackle those towering classics you've been eyeing on the shelf.
Help these new solutions spread by ...
- Subscribing wherever you listen to podcasts
- Leaving a 5-star review
- Sharing your favorite solution with your friends and network (this makes a BIG difference)
Comments? Feedback? Questions? Solutions? Message us! We will do a mailbag episode.
Email: solutionsfromthemultiverse@gmail.com
Adam: @ajbraus - braus@hey.com
Scot: @scotmaupin
adambraus.com (Link to Adam's projects and books)
The Perfect Show (Scot's solo podcast)
The Numey (inflation-free currency)
Thanks to Jonah Burns for the SFM music.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
No, I'm recording the old fashioned way.
Speaker 2 (00:06):
Record our Spanish, for to record you and your
Spanish, record that I know someSpanish Dime.
Speaker 1 (00:12):
What is Dime?
Speaker 2 (00:13):
Tell me.
Speaker 1 (00:13):
Muchacho Good one Friend.
No, that's Amigo.
Speaker 2 (00:19):
What does muchacho even means man Like muchacho no
hombre means man, muchacho islike an agai, it means a guy.
Speaker 1 (00:26):
What kind of what makes me?
Speaker 2 (00:29):
Hombre means a man.
Speaker 1 (00:30):
Hombre means man, but muchacho means guy.
What kind of man would I belooking at that would make me
say muchacho instead of hombre.
Where's the?
What triggers that?
Speaker 2 (00:40):
Why would you say a guy instead of a man?
Well, I mean, I think if youlook at that guy, yeah, it's
more informal, but if he's kindof frumpy, like I see, you know
that's a muchacho.
Look at that guy.
Speaker 1 (00:51):
No, but if I see a guy like in a three-piece suit,
I'm like that's a man.
Speaker 2 (00:58):
And then if I see a guy like frumpy tank top.
Speaker 1 (00:59):
That's a guy.
That's just guy.
He's a guy.
But what about, muchacho?
What do you like better?
Would you call someone?
And if you're walking up to arando on the street in some
Spanish country, and I'd say Iaddress them as an.
Speaker 2 (01:11):
Am I addressing them?
Oh, hombre, but you wouldn'tsay that.
Hey, muchacho hombre, whatwould you do?
No, you don't say hombre tosomeone.
Speaker 1 (01:17):
What do you do?
You'd say muchacho.
Speaker 2 (01:19):
Muchacho is more like you know, you're kind of being
like you're addressing someone,sure, so hombre is like hombre
is like the noun, a man Like man, you know.
Speaker 1 (01:29):
So it'd be like walking up in America to someone
and being like hello there,good man, a man, a man.
Speaker 2 (01:35):
You are a man, hello man.
But not a man, but like man.
Hello my good man, hello goodman.
Yes, but there is a good sayingin Mexican Spanish Un hombre
hecho y derecho.
Speaker 1 (01:47):
That means Un hombre hecho di hecho Y derecho Y
derecho.
Speaker 2 (01:52):
Okay, what is it so?
It means a man, straight andwell, wait, straight and true.
Basically, like honest hechomeans made made of facts, a
factual fact.
Speaker 1 (02:05):
A man made of facts.
Speaker 2 (02:06):
Yes, Sounds like a riddler competitor.
Speaker 1 (02:10):
Look who's coming here.
Here comes fact man, man madeof facts over here.
Speaker 2 (02:13):
He's got a Bill Nye kind of look and then did hecho
means straight.
So it's like it kind of meanslike a man who is very
trustworthy and has highintegrity, A straight shooter.
Un hombre, yeah, straightshooter.
Un hombre hecho di hecho, yeah.
So there's a lot to say thoughno, it's easy in Spanish.
It sounds like a lot when youdon't speak Spanish, but it's
easy when you get it.
Especially because hecho yderecho.
(02:34):
They rhyme.
So it's fun.
I collect sayings.
I like to collect sayings fromother languages.
Okay, yeah, do you want to hearanother one?
I'll hear one more.
Okay, alles hata en ende, aberdivorce hat zwei.
Speaker 1 (02:48):
Okay, well, I know, that's German.
Yeah, it's German.
You said two.
Speaker 2 (02:52):
Yeah, yeah, that's good.
Speaker 1 (02:53):
Yeah.
Speaker 2 (02:54):
Alles hata en ende.
Everything is an end.
Aber divorce sausages whatSausages Haven't spy?
They have two.
So everything has, everythingcomes to an end, but everything
has an end, but the sausage hastwo.
Speaker 1 (03:08):
Oh, I like that.
Speaker 2 (03:11):
It's like.
It just means like it's sadthat things are ending.
I'm going to make a joke aboutit.
Speaker 1 (03:16):
By talking about sausages.
Yeah, German.
I think sayings also involvesausages.
Speaker 2 (03:28):
Well, I don't know what I should do.
The solution on today, dude.
There's no more problems leftto solve?
Speaker 1 (03:32):
No, they're definitely not.
We got them, but I don't knowwhat should we.
I was outside earlier.
It's pretty nice.
Speaker 2 (03:36):
Should we?
I don't know what should we?
What's a solution?
What's a problem?
Oh, whenever we do this, itdoesn't work, though you always
have crazy ones.
You're like.
You're like pets need cleanerteeth.
How do you clean the teethbetter?
And I'm like I don't know, usenuclear power.
Speaker 1 (03:51):
You want to shoot a hole in one of my ideas?
Yeah, do you want to do aScott's?
Speaker 2 (03:53):
Great Idea Show.
I'll try.
Speaker 1 (03:55):
I don't know if it's a great.
It's a Scott's Modern Idea Show.
Speaker 2 (03:58):
Let's hear it Scott's Great Idea Show.
Speaker 1 (04:08):
Scott's Great Idea Show.
Okay, I was thinking of someway to trick people.
So we've got all these likeinflux of movies and TV shows
from other countries where youhave.
You're watching them in, notyour foreign.
We just had a conversationabout foreign languages.
You're watching them in anotherlanguage.
(04:29):
How are you understanding theshow?
Speaker 2 (04:31):
Subtitles yeah.
Because they're not dubbingmost of these things.
Speaker 1 (04:35):
You're watching a Norwegian show and you're
reading the subtitles.
Right right right, but you endup reading.
That's probably where,strangely enough, there's some
people who that's probably themost reading they do in a
regular week or in a day, youknow, is reading subtitles on
streaming shows or movies.
So here's what I'm thinking youcan create like a literature
(04:58):
initiative to sort of take someof the classic books, the
classic, the books that don'tget read anymore.
People don't spend time reading,like Hemingway and Steinbeck or
whatever these important worksare John Locke, whatever I don't
even know, because I didn't doit, but okay, and you take them
and you put those texts in placeof the subtitles on some of the
(05:20):
more boring movies and showsand you trick people into like
reading the works of literature.
Yeah, yeah, they think thatthey're watching a show, but
really they're like reading Eastof Eden and they end up great
with having read a book,literary experience.
Speaker 2 (05:37):
So they're watching like a Mexican guy in a bubble V
costume, like shake up sodacans and the soda goes
everywhere and he's like ay, ay,ay, it says his mouth, but
below it says the proletariat isthe Exactly, exactly, and it's
going to be confusing a littlebit.
Yeah, just a little.
Speaker 1 (05:56):
But I mean you're putting the text of the greatest
books you know like that you'reputting Shakespeare on here,
things that people like theseshould read.
So you're going to be a littlebit disoriented by it not
matching up, but you're going tobe wrapped by.
Just you're reading the wordsof masters.
Speaker 2 (06:14):
And the visual storytelling of the
cinematography will keep you.
You think you can resist thegreatest stories and literature
ever written?
Speaker 1 (06:21):
Probably not you know , when you watch War and Peace
over the 12 series the 12 seriesyou know like it's going to
take a while.
Speaker 2 (06:30):
You're going to have to really get into the show, so
to the whole of War and Peace.
Speaker 1 (06:32):
Yeah, to get all the way through War and Peace.
But you know at the end you'llbe like Dragon Ball Z.
Speaker 2 (06:38):
Dragon Ball Z.
Speaker 1 (06:40):
Yeah, you can have them say like this has been a
trick.
Now you've read War and Peace,so you get mad.
You get the mad that they gottricked, but then you kind of
leave mad Right, right, rightno-transcript.
Speaker 2 (06:54):
Not a bad idea.
You know, I have a solutionthat kind of ties into this.
Should I do that or should Ishould?
Speaker 1 (06:58):
I no, I think mine might have reached natural.
No, that's pretty much it.
Speaker 2 (07:03):
Mike drop, I do have a.
I do have a.
I do have a.
I maybe I shouldn't do aserious note, but did you see
how AI can now dub things?
What do you mean?
Like they can take a video oflike me speaking in English or
anybody you could have, likeBiden giving a Speech.
You know, president giving aspeech.
Oh, it re re, reworks, it rejiggers your mouth, and then it
(07:25):
actually changes the mouth andit speaks in that, in a foreign
language, with your voice.
Yeah, so it sounds like youspeak that language and it looks
like you speak that language.
Speaker 1 (07:35):
Yeah, this, this technology Coming not gonna
cause already there, it's notgonna cause any problems
whatsoever.
Speaker 2 (07:40):
I mean, I think that's the thing about AI, isn't
that gonna be good for theworld, like if you could watch
it, if all the people of theworld could watch a speech given
in you know, spanish orsomething which is this.
What happened?
So the?
So we talked about Mille.
Speaker 1 (07:56):
Generous version of this, and that would be good,
but You've got to be less naive,like you've got to be able to
think that there's a largerpercentage of people who we use
that technology.
Speaker 2 (08:07):
It's a way, more of various ways a bad way to use it
.
You can get people to like saythings I didn't say.
Yeah, you can fabricateevidence.
Speaker 1 (08:14):
You can like Create orders from your like yeah from
your military leaders that say Iam the military general, I say
please nuclear everybody.
Speaker 2 (08:26):
Like well they go, well we got it.
There goes the world yeah, Ithink that's kind of what people
are worried about.
But let me let's compare it tothe simpler technology fire.
Speaker 1 (08:39):
Much simpler fire, I can make fire, I cannot make a
well, you could.
Speaker 2 (08:43):
You thought that.
Speaker 1 (08:44):
I like you can.
Speaker 2 (08:45):
You can burn down a whole city with fire.
You can kill people with fire.
You can be an arsonist and justburn whole things down.
You can do you can do insurancefraud with fire.
You can do all this stuff withfire.
That's horrible.
But people use fire, popproductively to, like heat their
homes and, like you know, burn,you know make things and heat
up metal and then form the metalinto things.
And you know People use firevery productively and there's a
(09:08):
lot more incentive to use itproductively than there is to
use it negatively.
And to use it negativelythere's a bunch of police forces
that prevent you, like stop youfrom doing that.
Speaker 1 (09:17):
Right and they use.
They use tiny little fires thatthey've Encaptured into their
like right metal barrels thatthey hold in their hands and
people on their hips.
So everyone's using?
I mean, I know fire gets used,yeah yeah, so I mean it's the
same way.
Speaker 2 (09:31):
I mean, technology has dark sides and danger, but
it also has positive sides andgood things.
But this one, for this wentviral.
A couple weeks ago at Davos,the, the president of Argentina,
the new one we talked about,javier Millay, who's the kind of
radical right, a radicallibertarian oh, I'm a listener,
I know all about it yeah so hegave a speech about I mean his
(09:53):
speeches.
I think completely I don't.
I didn't really like it becausehe's misguided about things,
but Because he's purelibertarian, I mean you don't,
you don't really understand theworld if you're pure libertarian
.
Yeah, but but, but it wasinteresting because that
somebody, somebody you knowTurned it, turned into English
and then they put on YouTube andit was demonstrating the AI and
(10:15):
Getting his speech a huge, amuch wider audience.
You know millions of rightafter I feel it.
I think it had 10 million viewsor something.
So, yeah, many, many millionsof people heard his speech,
which was basically like a kindof Margaret Thatcher, like, oh
you know, communism is coming orwhatever, right, but it was, it
was, yeah, it was kind of itwas pretty interesting thing,
but but.
But, but I do have a, I do havea solution that we can do
(10:37):
around this sort of okay, okay,okay, the solution is advertise
education.
Speaker 1 (10:45):
Advertise education yeah, yeah, so yeah go ahead.
Speaker 2 (10:50):
Just from that.
What do you?
I mean?
Just just from the words whatdo you believe.
Speaker 1 (10:55):
Advertise education like Making it ad campaign to
make get people into the idea ofgetting smarter.
Yeah, yeah, okay, okay, so I soI read some interesting
research.
Speaker 2 (11:06):
This was a couple years ago, but I'm sure we can
look it up and find it again andsomeone was.
Someone was saying okay,dollars for donuts, how much.
Speaker 1 (11:13):
There's a campaign there's a, okay, let's go do
that.
I think that's the the basicfunction of every donut store
Works on the principle ofdollars for donuts.
Speaker 2 (11:24):
That's right.
So dollars for donuts like like, how much bang for the rear
buck can you get?
Okay, we want to improve it.
Let's say we want people to getmore education.
Okay, like, let's just say wewant people to finish high
school Wacky idea.
Speaker 1 (11:38):
Yeah, let's say we want people to be.
Speaker 2 (11:39):
Let's just say the government looks at it and says
dang, for every time People getmore education we make way more
tax revenue.
You know the economy grows like.
We have less crime, lesspoverty, more safe families,
more safe neighborhoods.
Education is just like auniversal good.
But say we're not like a darnbad socialist country where you
just make it free and like Giveas much of it as people want.
(12:02):
Sure, that would be horrible.
Let's.
I feel like a lot of thesolutions are becoming like
right wing solutions to problems, because we can't get left wing
solutions, so we have to comeup with the right wing ones.
Speaker 1 (12:13):
So here's a let's not do that.
Well, I mean at least.
Speaker 2 (12:16):
Well, yeah, I mean I'm.
I'm in favor of just the moresocial, you know solution, but
that doesn't seem to catch inAmerica.
So we've got to come up with,like other solutions, that that
everybody can get on board withRight.
That's the problem withdemocracy and the opportunity
the opportunity on the problem.
Speaker 1 (12:30):
In the analogy of the wings, I mean like you see, all
those birds that fly reallywell with both two left wings or
two right wings, maybe there'sa balance.
Oh yeah, there you go.
Speaker 2 (12:40):
It's still because people get so entrenched, you
know, but actually the wholepremise of the system is to not
get entrenched but to come upwith new solutions that
everybody can get on yeah youknow like rank choice voting 90%
.
Speaker 1 (12:52):
I love it.
I still like that right andleft.
Speaker 2 (12:54):
It's great.
So here's a solution that mayberight and left people can get
in part with, yeah, which is,instead of saying, oh, schools
free because the government paysfor it or whatever and maybe
people don't want that, theresearch shows that if you
invest like $100, you knowwhatever on a certain amount of
money and you invest that inlike training teachers to be
(13:17):
better teachers, people get likeless than a 1% more education.
Speaker 1 (13:23):
It's a very small because it's very expensive, Not
a high return.
Speaker 2 (13:27):
Not a high return.
And if you invest that samemoney in like new educational
materials, like new textbooks ornew like educational videos and
stuff.
It's a little more thanteachers, because it kind of can
be given out for easily peopleand use, but textbooks are a
classic quagmire of people don't.
Speaker 1 (13:45):
Yeah, people don't.
Speaker 2 (13:45):
You can make better textbooks that are more active
in gauge learning More evidence.
Speaker 1 (13:49):
So textbooks, that's more effective.
It's a little more effectivethan training teachers.
Speaker 2 (13:53):
You're not impressed by how the efficacy of but if
you ask somebody on the street,how do you improve education,
they'd probably say trainteachers or pay teachers more.
Or they'd say make bettereducational materials.
Right, that's like what peoplesay.
Okay, it turns out.
Speaker 1 (14:06):
Turns out it's get better kids.
Get rid of those crappy kidsJust flush the bad ones.
Speaker 2 (14:11):
No, no.
It turns out that if you investthat same $100 or whatever,
that same pot of money in justadvertising to people that
having an education will maketheir lives better and get them
what they desire in life more,it's like a many times multiple
to their A good, old fashionedpropaganda campaign?
Speaker 1 (14:32):
Yeah, exactly.
Well, just advertising Likewhat we do for Doritos.
Speaker 2 (14:36):
Doritos aren't good for you, but we allow Doritos to
produce how many millions ofdollars a year they spend on
convincing people to eat Doritos.
Speaker 1 (14:44):
Well, I mean, this is being released a few weeks
later, but right now we are oneday away from yeah, Super Bowl
Sunday.
Biggest advertising bonanzathat we have in the year I know.
Speaker 2 (14:54):
So the government should seize or just pay for one
Super Bowl ad.
Speaker 1 (14:59):
No, that's the wrong one.
Why not?
I think I would spend like sowhat Everyone's seeing it.
Speaker 2 (15:04):
It's the best place to do it.
But that's the one where youwant like stars and like special
effects and you don't want justto see like hi, I'm the
Department of Education.
Why would you do that?
Speaker 1 (15:14):
Why would you make that the?
Speaker 2 (15:15):
Welcome to the Department of.
Speaker 1 (15:17):
Education.
By the way, school is coolSchool is cool.
I'm staying school.
I gotta tell you I'm the headschool person.
Speaker 2 (15:25):
I think it would fly if you got Francis.
What's his name?
Speaker 1 (15:28):
Francis.
Speaker 2 (15:28):
Ngano, no Bacon.
What's his name?
Speaker 1 (15:31):
We went where it way different places Bacon, though,
what's his name?
Speaker 2 (15:35):
Kevin Bacon.
Kevin Bacon Wait a minute,dressed up like the education
guy you were going for.
Kevin Bacon, francis Bacon's apainter.
I love yeah.
Speaker 1 (15:41):
I love the painter.
Do you know, francis Ngano?
Speaker 2 (15:43):
No, he's a gigantic.
Speaker 1 (15:46):
He's a UFC heavyweight champion and he just
recently fought Tyson Fury.
He's like a massively scarydude.
He punched one of the jackassdudes in a cup in the jackass
movie.
Speaker 2 (15:58):
Oh Francis, oh God, but he had a cup on.
Yeah, it's really great.
Speaker 1 (16:03):
It was the cup test.
Speaker 2 (16:05):
It was part of the oh God Part of the test of the cup
.
Oh God, you really elevated usto the jackass movie All right.
Speaker 1 (16:12):
So how would you do an advertisement?
Well, advertisement.
Speaker 2 (16:15):
Well, I mean Advertisement there, you go
there, you go.
I just invented thatadvertisement, copyright
advertisement, copyrightadvertisement, copyright
advertisement.
Not cut, cut, but copyright,copyright.
So I think I think Well,francis Bacon, no.
Speaker 1 (16:29):
Kevin Bacon.
Speaker 2 (16:31):
Kevin Bacon.
Kevin Bacon, dressed up as likea nerdy school superintendent,
being like stay in school kidswith like a, and the screen is
like shrunk, like it's night,like it's a, you know, like an
old TV that just was in colorand it was like old fashioned.
That'd be pretty good.
That would go viral.
People would think that's cool.
Why Kevin Bacon?
Speaker 1 (16:47):
Because he just is funny.
It's funny, but kids don't knowwho.
Kevin Bacon is You'readvertising educated, are you?
Wait?
No, you can advertise it toeverybody.
Are you advertising to theparents or to the students?
Oh, that's a good point.
Okay, so you're advertising tothe students.
Speaker 2 (16:59):
I don't know, you just make it, it doesn't?
I don't know exactly.
Speaker 1 (17:01):
I leave it to the advertisers.
What do you think?
The person you're using forhigh school is going to be
different than the person you'reusing for first grade.
Speaker 2 (17:08):
So you're trying to get high schoolers to watch, to
go to more, to go to collegebase.
That's the big thing is.
Speaker 1 (17:13):
The high schoolers.
The high schoolers did not dropout.
For high schoolers you got tobe like it's not cool.
What you don't want Go toschool, and then they'll go find
it.
Speaker 2 (17:20):
Screw you.
Speaker 1 (17:22):
I'm going to school as hard as I can.
Also, you all got to get adoctorate.
Speaker 2 (17:29):
I don't know, what do you think?
And then they end up, they go.
Speaker 1 (17:31):
I got a PhD in reverse psychology.
And now I see what you did andI'm a little bit upset and Game
working noise game.
Speaker 2 (17:40):
Phd in reverse psychology, or did I?
The worst thing you could do ishave it cut to Taylor Swift
being like go to school, andthen cut to LeBron James being
like staying in school is cooland then cut.
That would be the stupidestthing.
You have to do something likemore funny and exciting and like
that viral.
Speaker 1 (17:58):
Yeah.
Speaker 2 (17:59):
So I don't know what do you do.
What do you do?
How do you get something thatthen the kids, the kids on the
TikTok?
Speaker 1 (18:04):
There's only one Going crazy.
There's only one correct answerBring it.
You have to have Mr Beastconduct a contest where one
person.
Everyone goes to school and oneperson wins $500,000.
Exactly.
Speaker 2 (18:19):
Whoever stays in school the longest, that's a
good idea.
Speaker 1 (18:21):
That's a good idea, whoever stays in school the
longest gets $500,000.
People are like 75.
Speaker 2 (18:27):
They're like my fourth PhD.
Speaker 1 (18:29):
My fourth PhD A pottery class, please, mr
Beast's money is almost mine.
Speaker 2 (18:37):
Yeah, that's a good idea.
Actually, Mr Beast could beinvolved because he has done
like charitable things likesmall things in the past and he
cares about reading and learningand stuff I've seen him do.
Speaker 1 (18:46):
Anyone who doesn't know this is a YouTube Like the
YouTube most famous.
Yeah, he's the biggest YouTubeand he makes these videos that
are very engaging or compelling,where it's like the premise is
some sort of wacky premise, likeI did this crazy thing or I
gave away, I'm giving a contestfor this much money and it's for
subscribers, so he gets lots ofsubscribers and that brings him
(19:06):
lots of money, which he thenchannels back out.
It's a cycle.
Speaker 2 (19:09):
Yeah, it's a building cycle, but he also did
charitable stuff, like he madevideos of people.
He goes to countries and putswater into places.
Speaker 1 (19:18):
He's done.
Yeah, he builds wells.
Speaker 2 (19:22):
But recently he did Curing Blindness.
Whoa yeah so there's a surgerythat's like I think it's
cataract surgery or some surgerythat there's like something
like 20,000 or 20,000 or 200.
I don't know the numbers, butthere's some number of.
I mean, to me it's completelyunconscionable that this happens
, and to him too he said itonline, he said it in the video.
(19:42):
He was like why doesn't thegovernment just make this
surgery free?
Like, why doesn't thegovernment just pay?
It's so much better to havepeople not be blind.
Like just the economic valuethat they create over the next
few years will be way more thanjust the cost of this surgery.
Speaker 1 (19:57):
It's funny to see people stumble onto the idea
that for profit healthcare maynot be.
Maybe this is not the right.
Maybe do it.
The ideal world.
Speaker 2 (20:08):
But anyways.
So he paid for people to havethese surgeries and then he made
videos of, like, the bandagesbeing unwrapped and they can see
and it's like this amazingthing.
And then there was blowbackagainst him when he was like, oh
, he shouldn't have made this islike poverty porn.
Like he shouldn't have madethese.
And then there was reverseblowback, like are you crazy?
He's curing people's blindness.
(20:28):
Like how can you possibly beagainst?
Speaker 1 (20:29):
that Everyone has to have a take now.
And the only way to have a takeis to read what's going on and
go the opposite Like to Zag Iwould be pissed if he were like
a totally inauthentic character.
Speaker 2 (20:42):
But I have a feeling and when you watch his videos I
feel like he's a very authentic.
Speaker 1 (20:45):
He does come off very unlikable.
Yes, he's not scammy, he's nottrying to trick anyone, and I
can watch him with my 10 yearold kid.
Yeah, and it's fine.
He's great, it's silly and it'sfun and he's got a great little
cohort of bros that are hangingout with him and they're all
cool and chill and you can dosome sort of silly games that
have people like Staying it'sout of.
(21:06):
Yes, we're just offloading theidea, yeah.
Speaker 2 (21:09):
Mr Bees, do something .
You know the best thing wouldbe get someone else to have the
ideas.
Well, they could pay him a lot.
I'm sure he'd be happy to bepaid to make a Super Bowl
commercial right you know,welcome our new Department of
Education chair, mr Beast.
Yeah, that we should do that.
He's like all right, every kid.
But even if it's not a SuperBowl commercial, honestly just
putting up like Like you're inthe bus and you look up and
(21:31):
there's these cheap ads on theset edge of the bus.
Yeah and they're often for likea particular school.
Yeah, like this you knowextension school or this you
know thing.
If it were just an ad that waslike Do you want to achieve your
dreams?
Stay in school.
Like school is the way to dothat get a masters, get a gosh,
get an associates.
(21:51):
Like there's always more you cando, kind of like a got milk
kind of thing, like it's justlike an awareness campaign.
Like milk doesn't need.
You don't need to learn aboutspecific milks, you know milk is
out there, right.
So all you need is to rememberthat milk is a thing, and so
they did the got milk, you know.
They were, it'd be the samething you just need to be like
look, there are ways to get moreeducation, go for it.
Speaker 1 (22:12):
You know, go for it might be pretty good.
Speaker 2 (22:15):
Anyways, I don't know something, something where some
, where people can just likecenter around that.
Speaker 1 (22:19):
And then you want to get smart.
Speaker 2 (22:20):
go for it, yeah and you could really tie it to
people's real dreams, you know,like really their dreams.
Like do you want to, you know,like I don't know, support your
family better, get moreeducation, like do you want to,
you know?
Anyways, yeah, I think that'dbe.
I think that'd be.
I mean, I it's not just what.
I think the data is like veryclear.
Like we spend every year,there's like hundreds of
(22:42):
millions of dollars spent on,like training teachers and
making textbooks.
Okay, and it's like we shouldjust take like one-tenth of that
and it would have an.
It would have a greater Effecton improving education.
Speaker 1 (22:51):
Work on them, work on the marketing.
Speaker 2 (22:53):
Yeah, yeah, and I thought you can even do it as a
charitable thing.
Speaker 1 (22:57):
They definitely put Z like next to zero effort into
it, because it is a public rightand it's a right.
Thing.
It's like you go to the school,that's there, you don't have to
advertise.
Right right, the firedepartment doesn't advertise.
You know what?
I mean, so they're like it'sjust a thing, but yeah it would
get people more jazzed and getlike maybe change the attitude
(23:18):
toward Toward education, becauseright now the attitude toward
education it's low, it's bad,right Disable, yeah, it's not
good.
Speaker 2 (23:26):
And why is?
Why not?
I mean any.
If you had it a product, anyproduct and you were like we
don't advertise, it doesn'tmatter how big of a product you
are, if you didn't advertise,people would be like no one's
gonna use your product.
Speaker 1 (23:39):
We are Oreos advertises.
Speaker 2 (23:41):
Oreos have already made the best cookie in the
world Give no bar none.
Speaker 1 (23:47):
Wait a minute, hold on.
Is that a check from Oreos inyour pocket?
And then what is going on?
Everyone knows that money.
Speaker 2 (23:53):
Everywhere in the world anyone can identify Oreo.
They're the most iconic, bestcookie in existence and they
still right they spend so muchmoney on.
Speaker 1 (24:01):
I still write their name on every cookie and they've
written their name twice, fourtimes.
Speaker 2 (24:05):
He both sides twice.
Speaker 1 (24:07):
Oh, I didn't.
Speaker 2 (24:07):
Oreo, oreo doesn't say Oreo or say Oreo cookie.
I don't know.
We'll have to do some research.
Yeah, but at least twice,because it's on both sides.
Yeah, it's on both so they aretotally advertising, even though
they're the so.
So it doesn't matter how bigyou are, it doesn't matter how
universal or ubiquitous, nothing.
Coca-cola Everyone knowsCoca-Cola every day.
They spend probably a billiondollars a year just on Coca-Cola
(24:28):
Advertising you know howexpensive it is to train polar
bears.
Speaker 1 (24:31):
Right, amazing, you got amazing.
Speaker 2 (24:34):
And those polar bear trainers.
Speaker 1 (24:35):
They are chance.
It's harder and harder everyyear to find polar bears.
You know we talk about theclimate issues.
Speaker 2 (24:40):
It's true is keeping climate.
Everybody we're gonna losethose ads.
Speaker 1 (24:43):
Yeah, so we, we advertise education.
We know get in touch with theperson in Netflix and we have
them switch around the subtitleson their you know.
Speaker 2 (24:53):
They're most their least interesting show.
In that order yes and then.
Speaker 1 (24:58):
Step three profit question mark and then step for
profit.
Speaker 2 (25:01):
Yes, yeah, yeah societal benefit.
Yeah, I Don't know how to getpeople to read those books.
I read them.
I've read them most of them,just because of my education.
But yeah, it's.
Yeah, I don't know how to getpeople.
Speaker 1 (25:15):
I think there's a Same solution.
We'll get mr Beast to put likea hundred dollars in every book
and then put them in libraries,and then we'll get people to
read.
Speaker 2 (25:22):
I do I have a solution actually for this?
Okay, besides mr Beast, puttinga hundred dollars in library
books, that's a pretty good idea.
Speaker 1 (25:32):
Oh yeah, well, we could just use mr Beast money
and fame and just use that to doit.
Speaker 2 (25:36):
You know, mr Beast could do it as a Willy Wonka
chocolate factory thing where heputs a bunch of he's done a lot
of chocolate, oh yeah, does hedo a gold?
Speaker 1 (25:42):
ticket.
He did it Well.
He, like he made one of hisvideos, was making a chocolate
factory and then he had a bunchof people come through it and
One person was one it at the end.
Speaker 2 (25:51):
But what he could do is he could say I've put 10
golden, golden tickets in Booksin the public libraries of
America.
If you find them, you get tocome and be on a video with me
and you have a chance to win amillion dollars.
Kids would be like I mean itwould be a Kids would be ripping
apart libraries.
Not just kids adults would goin and just be like ripping
(26:14):
apart libraries.
Speaker 1 (26:15):
Yeah, that would maybe not be the best.
Speaker 2 (26:19):
I think librarians would Maybe it would have to be
more involved.
It would have to be like go onthis platform and write a
summary of the book that youread but then they just have AI
do it.
Wait, I have a solution forgetting people to read really
complicated hard books.
I have a theory.
What is it?
Pictures, I think yeah pictures?
No, I think there is.
I think that there isn't peoplewho are highly like literate
(26:42):
like moi, comme moi.
Wow, yeah, wow, if you've read alot of these books, you
actually know that there arelike starting points.
Speaker 1 (26:52):
Wait, hold on.
I think if you've read, anybooks.
Speaker 2 (26:54):
you know that Not the beginning of the book.
No, no, no, no, it's kind ofpackaged very-.
Speaker 1 (26:58):
That's not what I mean.
Very intuitively, that's notwhat I mean, and you know it.
Once upon a time, this seemslike a pretty good starting
point.
Speaker 2 (27:09):
It seems like the beginning.
Speaker 1 (27:10):
Hold on a second All right.
Speaker 2 (27:12):
So there are a lot of what's this?
Speaker 1 (27:13):
about new starting points in books.
Speaker 2 (27:16):
So like if you were like hey, I want to, you know,
like hey, I've heard the wordlike Kafka-esque.
Speaker 1 (27:22):
Right.
Speaker 2 (27:23):
I want to like read a book by Kafka, right, you know?
Just cause I'm curious right.
Speaker 1 (27:28):
Hey, my dumb friends were like insulting me and one
of them said I was likeKafka-esque or something.
Speaker 2 (27:34):
I don't even know what that means.
Your dumb friends are very Wow.
Speaker 1 (27:39):
Okay, I have a lot of dumb friends, with like one
real nerdy one, yeah, yeah, itwas that guy.
Speaker 2 (27:43):
And also, what did you do to earn Kafka-esque as a
moniker?
That means you're really likeweird.
Speaker 1 (27:47):
I was scuttling around the ground like a little
bug or something Whatever.
Speaker 2 (27:51):
I was going in and out of doors that were
multiplied by mirrors,throughout an entire castle of
infinite mirrors.
Speaker 1 (27:58):
I don't know why that was Kafka-esque.
I was waking up in the morningand inhabiting a completely new
form.
Speaker 2 (28:03):
It was, it was like and my bro was like it didn't
even make sense, dude, you're soKafka-esque, so what does that
mean?
And I was like what Ugh?
So yeah, so you could read themetamorphosis, but I even think
the metamorphosis is kind oflong and somewhat confusing.
But you could read themetamorphosis as an entry point,
but like there's other onesthat you could read, like the
hunger artist is actually whereI would start.
(28:25):
Thought you were going to saythe hunger games, no, the hunger
artist.
Okay, hunger artist.
That's a short story by Kafka.
That's very short and like veryreadable.
Cause it's just about a guy whodoesn't eat in the circus and
then he presents his body aslike super hungry and people
call him the hunger artist andit's just like a freak show.
Not the story but it'sinteresting Cause it like says
(28:46):
all these things about, like,like people's, you know,
perversity.
I mean it's Kafka-esque, so it'ssort of perverse but it's also
kind of deep and profound tothink about, like art and how.
What is he saying about artistsas a kind of self sacrifice?
Do artists like sacrifice andare they freaks?
Cause we sometimes thinkartists are like great, but he's
(29:07):
like artists are freaks thatare in the side show you are
just starving themselves.
It's pretty interesting.
It's kind of provocative,Interesting.
So it's a really good story andit's not, you know, violent,
Like a kid could read it.
It's just about a guy noteating, so sort of.
I guess it's sort of weird, butit's.
You know, it's Kafka-esque,it's a little bit morbid, a
little bit weird, but it's.
It's a good place to start andif you read that now, you would
be like I can read Kafka and youmight have some more strength.
(29:31):
And then there's I think thereare other short stories you
could read, but don't start with, like, the penal colony.
It's a very strange book andit's hard to read and don't
start with it.
But you could build up to it ifyou wanted to you.
Speaker 1 (29:44):
Got like.
You got like training wheels,kafka, yeah, and every author
has this and even every genrehas this.
Speaker 2 (29:51):
So you could say like , hey, I want to be like able to
read like Tolstoy's War andPeace, which is actually not a
very hard book to read.
Speaker 1 (29:57):
People think it's hard, but it's not, it's just
thick, it's really thick.
Speaker 2 (30:00):
Yeah, it's thick, but it's always Harry Potter and
it's not that hard to read.
Harry Potter is thick.
Here it's, yeah, so thick.
Speaker 1 (30:06):
What?
Harry Potter is thick.
So what you're saying?
If you can read one, you canread the other.
Speaker 2 (30:12):
Yeah, if you can read where Harry Potter, you can
read War and Peace.
It's not.
It's not hard to read, are?
Speaker 1 (30:15):
there dragons in War and Peace.
Speaker 2 (30:17):
Are there cannons?
Okay, they're kind of likedragons.
Speaker 1 (30:24):
They kind of spit fire you probably want to be
like you know, I probably wantto be like 16.
Speaker 2 (30:27):
I'd be older than 16 to read War and Peace, not for
because of any.
It's not like sexual or I meanthere's some violence, people
get blown up by cannons andstuff.
But but I mean I would just saybecause the themes are kind of
more grown up, you probablywon't be interested in it if
you're like 10 or 12, but ifyou're like 16, 18, you could
read.
There's some really interestinglike 16 so what your characters
?
Speaker 1 (30:45):
How do we get?
What's your entry way to sowith one told story?
Speaker 2 (30:49):
so with Tolstoy.
There are some Shorter booksyou can read and also short
stories that he wrote that aremore interesting, maybe for like
a younger person.
Like there's a collection ofhis short stories and called
boyhood, youth and Adolescenceand it's just vignettes.
Is that the same thing threetimes boyhood, youth,
(31:11):
adolescence?
I think they're key.
Speaker 1 (31:12):
Considers them younger, older, older, older
okay, okay, he's getting into aadult.
Speaker 2 (31:16):
Youth is like in between being a boy like those
are three, seven, yeah, no, no,it's boyhood yeah and then, and
then each one is like a littlestory about like being a boy,
what it's like to be, not a boyin a Gendered sense, but just
what it's like to be a child asa boy.
And then what it's like to belike a child, you know, like a
youth as a boy, and then one,yeah, an adolescent and and
they're very Poignant and likevery beautiful and because he
(31:41):
has an incredibly developed likeemotional palette as a human,
like Tolstoy was writing inRussian.
Speaker 1 (31:47):
Originally.
Right, okay, so these are alltranslated 18 1890.
It's not because you don'tthink of Russians as being like
very to warm, warm, likeDescript.
Yeah, yeah, he is, he is yeah,he's extremely Like.
Speaker 2 (32:04):
He has an extremely profoundly very Variegated sort
of emotional palette and a deepempathy and compassion for for
human, the human experience.
And so you can read theselittle vignettes and they're
about boyhood, youth andadolescents, so young people
could read them and get accessedand then they could be like huh
, maybe I'll try worn piece andI'll read it like Harry Potter.
(32:24):
Also, we could release wornpiece in three volumes, right,
and it would feel like moredoable because it'd be like
three Harry Potter's hold on asecond.
You know you could release it inthree volumes and then it
wouldn't be scary, it wouldn'tbe so thick.
Have AI go through and reFormulate the text of war and
Pete like where it says you wantoh Harry, I don't know who's
(32:48):
Napoleon, right, voldemort?
And then that's really justchange it so that you get you
get you know To three chaptersin before you go wait a minute
with.
This is a Harry Potter and.
Speaker 1 (32:58):
Russian Revolution.
You know, like that's not a,that's not a real Harry Potter
book.
And then they that's funny,yeah, and then that's your hood.
Speaker 2 (33:08):
You could do that because you can break trademark
law for farce.
So this would be farcical.
Speaker 1 (33:12):
It's over a hundred years old anyway.
What's the?
Speaker 2 (33:14):
but I'm saying the Harry Potter trademark, oh sure
that the ones with lawyers whowould definitely try to kill you
if you did this.
Speaker 1 (33:21):
There's no massive.
Oh god, the troll, the.
Speaker 2 (33:23):
Tolstoy estate is coming for you, man.
Speaker 1 (33:25):
You know how litigious war.
Peace before they get therereally into war?
Speaker 2 (33:29):
Yeah, but yeah.
So this is something that's anunrecognized reality of books,
which is that there are entrypoints, like if you want to read
Plato Plato's dialogues, whichis hard to read, you know
there's an initial dialogue youshould read, which is the mean
oh.
I think the mean oh is one ofthe most easy to read dialogues,
or maybe the apology Okay, theapology or the mean oh are
(33:51):
probably the two.
Speaker 1 (33:52):
Sorry, I haven't read that one.
Speaker 2 (33:53):
There's two of them.
But yeah, the apology, Ihaven't read that one.
I'm sorry, it's okay, I forgiveyou.
I forgive you, I accept yourthe apology.
The bad man.
Speaker 1 (34:06):
Yeah.
Speaker 2 (34:08):
Sorry.
So if people are like Plato andthen they just like open up
some random Plato, it's gonna bego way over the head, it's
gonna be really hard cuz, likejumping the deep end, or if you
try to start with the Republic,or you try to start with like
the Theotidas, which are likeextremely weird Dialogs yeah,
don't start with the Theotidas.
Yeah, T T Is no, no, yeah,don't start with that.
Speaker 1 (34:27):
Kid me.
Anyways, so this guy over herestart with theotidas.
What if?
Speaker 2 (34:32):
there was even just a published list of entry points
with their like branching sortof Progresses that were
recommended like almost like a,like a, like a level one, level
two, level three, right up intothe debt or down Into the depths
of like difficult literatureand history and you know, you
could really get people, couldreally, you know?
(34:55):
No, well, of course you're.
You're starting at a level fivebook.
What are you doing?
Speaker 1 (34:59):
go to level zero if people can remember what order
to watch all the Marvel moviesin.
Then they can for sure, figureout like the order of Plato
works to do it right right notdo it right and not start On
level black diamond.
You know I mean and fall overand break Maybe we should do it
like ski.
Speaker 2 (35:18):
Yeah, should be.
It should be the ski slope.
Speaker 1 (35:21):
We should use the same ski slopes.
Yes, one black diamond to blackdiamonds, the most logical.
Speaker 2 (35:34):
But it's, it's, it's not.
It's completely internationalRight.
It's not Arabic numerals.
Speaker 1 (35:40):
Oh, those are Arabic numerals.
They're Arabic do you thinkthere are places where Arabic
Probs.
Speaker 2 (35:46):
You're gonna get canceled.
Speaker 1 (35:47):
No, but even you gotta have.
Even in China, where they'renot using Arabic numerals, they
use, your them a three.
They're like, I understand, oh,oh yeah, everywhere you know.
They're universal numbers,arabic numerals.
Who's not reading Arabicnumerals?
And everybody.
But I'm just saying it's justArab culture, nope green circles
.
Speaker 2 (36:09):
I don't know.
One, two, three, four, five.
I feel like it's cooler to likea symbol.
This is just an orange squiggle.
I'm really lost now.
Yeah, I don't even know.
All right, we got a bunch ofsolutions, mostly education.
Speaker 1 (36:19):
A little hodge podge yeah your subtitle?
Speaker 2 (36:22):
What is your idea called?
Speaker 1 (36:24):
Sneaky subtitles.
Sneaky subtitles, of course,mine's advertising education.
Although if you call it sneakysubtitles, it kind of gives away
the game.
Speaker 2 (36:31):
I guess mine would be advertising education, and then
the other one was, I would callstarting points, perfect, yeah,
well, there we go.
A little hodge podge for your.
Thanks for listening.
All you head heads, all youhead heads.
Speaker 1 (36:41):
Yeah, all you head heads out there.
Yo, thanks for tuning in.
Solutioners, come back.
Speaker 2 (36:46):
Same time, same time, same Ed.
Ed pod, we're the Ed bros ohgreat yeah oh welcome for the Ed
bro show Well brought to you byMr Beast and Jackass, the Ed
bros Great.
Speaker 1 (37:03):
It sounds kind of like what we that's actually was
.
Actually.
That's how someone wouldactually neg us.
They'd be like these Ed bros,bro, shut up, don't call me that
.
Speaker 2 (37:11):
Oh, that is what we are, though it's sad we go home
and cry Like you got me man.
We open our play dough, thetears just go on the page.
See you, guys, next time, allright, everybody, oh yeah, this
is solutions from the multiverse.
Speaker 1 (37:24):
I'm out, no.
Speaker 2 (37:25):
I'm Adam.
Speaker 1 (37:26):
I'm Scott.
Speaker 2 (37:26):
All right.
Every week we bring in this toolate.
This is too late becausemultiple solutions.
Speaker 1 (37:31):
Yeah, multiple solutions.
Speaker 2 (37:33):
You can put this at the beginning.
Speaker 1 (37:34):
This could be the opening multiple solutions from
the multiple verse Solutionsfrom the multiple, multiple
verse.
Speaker 2 (37:40):
Actually, solutions with the multiverse is already
really long.
Speaker 1 (37:43):
That's a really long name.
Speaker 2 (37:44):
We were just going to call it solely Moli oh that
could be the shortening solelyMoli solutions on the multiverse
.
So we thought SFM, sfm orsolutions FM.
Speaker 1 (37:55):
Yeah, well, that's how you greet each other.
You go solely Moli, every Moli.
That could be the way we got tocatch phrase.
We did it.
That's it.
If nothing else, this could bethe beginning, though.
This is the beginning.
Okay we'll see, All righteverybody.
Enjoy the rest of the podcastand also and also see you later.
Bye.
Speaker 2 (38:13):
Goodbye, whatever it is.
Speaker 1 (39:39):
Yeah, scott's great idea show, scott's great idea
show.
No, I'm recording the old fashioned way.
Speaker 2 (00:06):
Record our Spanish, for to record you and your
Spanish, record that I know someSpanish Dime.
Speaker 1 (00:12):
What is Dime?
Speaker 2 (00:13):
Tell me.
Speaker 1 (00:13):
Muchacho Good one Friend.
No, that's Amigo.
Speaker 2 (00:19):
What does muchacho even means man Like muchacho no
hombre means man, muchacho islike an agai, it means a guy.
Speaker 1 (00:26):
What kind of what makes me?
Speaker 2 (00:29):
Hombre means a man.
Speaker 1 (00:30):
Hombre means man, but muchacho means guy.
What kind of man would I belooking at that would make me
say muchacho instead of hombre.
Where's the?
What triggers that?
Speaker 2 (00:40):
Why would you say a guy instead of a man?
Well, I mean, I think if youlook at that guy, yeah, it's
more informal, but if he's kindof frumpy, like I see, you know
that's a muchacho.
Look at that guy.
Speaker 1 (00:51):
No, but if I see a guy like in a three-piece suit,
I'm like that's a man.
Speaker 2 (00:58):
And then if I see a guy like frumpy tank top.
Speaker 1 (00:59):
That's a guy.
That's just guy.
He's a guy.
But what about, muchacho?
What do you like better?
Would you call someone?
And if you're walking up to arando on the street in some
Spanish country, and I'd say Iaddress them as an.
Speaker 2 (01:11):
Am I addressing them?
Oh, hombre, but you wouldn'tsay that.
Hey, muchacho hombre, whatwould you do?
No, you don't say hombre tosomeone.
Speaker 1 (01:17):
What do you do?
You'd say muchacho.
Speaker 2 (01:19):
Muchacho is more like you know, you're kind of being
like you're addressing someone,sure, so hombre is like hombre
is like the noun, a man Like man, you know.
Speaker 1 (01:29):
So it'd be like walking up in America to someone
and being like hello there,good man, a man, a man.
Speaker 2 (01:35):
You are a man, hello man.
But not a man, but like man.
Hello my good man, hello goodman.
Yes, but there is a good sayingin Mexican Spanish Un hombre
hecho y derecho.
Speaker 1 (01:47):
That means Un hombre hecho di hecho Y derecho Y
derecho.
Speaker 2 (01:52):
Okay, what is it so?
It means a man, straight andwell, wait, straight and true.
Basically, like honest hechomeans made made of facts, a
factual fact.
Speaker 1 (02:05):
A man made of facts.
Speaker 2 (02:06):
Yes, Sounds like a riddler competitor.
Speaker 1 (02:10):
Look who's coming here.
Here comes fact man, man madeof facts over here.
Speaker 2 (02:13):
He's got a Bill Nye kind of look and then did hecho
means straight.
So it's like it kind of meanslike a man who is very
trustworthy and has highintegrity, A straight shooter.
Un hombre, yeah, straightshooter.
Un hombre hecho di hecho, yeah.
So there's a lot to say thoughno, it's easy in Spanish.
It sounds like a lot when youdon't speak Spanish, but it's
easy when you get it.
Especially because hecho yderecho.
(02:34):
They rhyme.
So it's fun.
I collect sayings.
I like to collect sayings fromother languages.
Okay, yeah, do you want to hearanother one?
I'll hear one more.
Okay, alles hata en ende, aberdivorce hat zwei.
Speaker 1 (02:48):
Okay, well, I know, that's German.
Yeah, it's German.
You said two.
Speaker 2 (02:52):
Yeah, yeah, that's good.
Speaker 1 (02:53):
Yeah.
Speaker 2 (02:54):
Alles hata en ende.
Everything is an end.
Aber divorce sausages whatSausages Haven't spy?
They have two.
So everything has, everythingcomes to an end, but everything
has an end, but the sausage hastwo.
Speaker 1 (03:08):
Oh, I like that.
Speaker 2 (03:11):
It's like.
It just means like it's sadthat things are ending.
I'm going to make a joke aboutit.
Speaker 1 (03:16):
By talking about sausages.
Yeah, German.
I think sayings also involvesausages.
Speaker 2 (03:28):
Well, I don't know what I should do.
The solution on today, dude.
There's no more problems leftto solve?
Speaker 1 (03:32):
No, they're definitely not.
We got them, but I don't knowwhat should we.
I was outside earlier.
It's pretty nice.
Speaker 2 (03:36):
Should we?
I don't know what should we?
What's a solution?
What's a problem?
Oh, whenever we do this, itdoesn't work, though you always
have crazy ones.
You're like.
You're like pets need cleanerteeth.
How do you clean the teethbetter?
And I'm like I don't know, usenuclear power.
Speaker 1 (03:51):
You want to shoot a hole in one of my ideas?
Yeah, do you want to do aScott's?
Speaker 2 (03:53):
Great Idea Show.
I'll try.
Speaker 1 (03:55):
I don't know if it's a great.
It's a Scott's Modern Idea Show.
Speaker 2 (03:58):
Let's hear it Scott's Great Idea Show.
Speaker 1 (04:08):
Scott's Great Idea Show.
Okay, I was thinking of someway to trick people.
So we've got all these likeinflux of movies and TV shows
from other countries where youhave.
You're watching them in, notyour foreign.
We just had a conversationabout foreign languages.
You're watching them in anotherlanguage.
(04:29):
How are you understanding theshow?
Speaker 2 (04:31):
Subtitles yeah.
Because they're not dubbingmost of these things.
Speaker 1 (04:35):
You're watching a Norwegian show and you're
reading the subtitles.
Right right right, but you endup reading.
That's probably where,strangely enough, there's some
people who that's probably themost reading they do in a
regular week or in a day, youknow, is reading subtitles on
streaming shows or movies.
So here's what I'm thinking youcan create like a literature
(04:58):
initiative to sort of take someof the classic books, the
classic, the books that don'tget read anymore.
People don't spend time reading,like Hemingway and Steinbeck or
whatever these important worksare John Locke, whatever I don't
even know, because I didn't doit, but okay, and you take them
and you put those texts in placeof the subtitles on some of the
(05:20):
more boring movies and showsand you trick people into like
reading the works of literature.
Yeah, yeah, they think thatthey're watching a show, but
really they're like reading Eastof Eden and they end up great
with having read a book,literary experience.
Speaker 2 (05:37):
So they're watching like a Mexican guy in a bubble V
costume, like shake up sodacans and the soda goes
everywhere and he's like ay, ay,ay, it says his mouth, but
below it says the proletariat isthe Exactly, exactly, and it's
going to be confusing a littlebit.
Yeah, just a little.
Speaker 1 (05:56):
But I mean you're putting the text of the greatest
books you know like that you'reputting Shakespeare on here,
things that people like theseshould read.
So you're going to be a littlebit disoriented by it not
matching up, but you're going tobe wrapped by.
Just you're reading the wordsof masters.
Speaker 2 (06:14):
And the visual storytelling of the
cinematography will keep you.
You think you can resist thegreatest stories and literature
ever written?
Speaker 1 (06:21):
Probably not you know , when you watch War and Peace
over the 12 series the 12 seriesyou know like it's going to
take a while.
Speaker 2 (06:30):
You're going to have to really get into the show, so
to the whole of War and Peace.
Speaker 1 (06:32):
Yeah, to get all the way through War and Peace.
But you know at the end you'llbe like Dragon Ball Z.
Speaker 2 (06:38):
Dragon Ball Z.
Speaker 1 (06:40):
Yeah, you can have them say like this has been a
trick.
Now you've read War and Peace,so you get mad.
You get the mad that they gottricked, but then you kind of
leave mad Right, right, rightno-transcript.
Speaker 2 (06:54):
Not a bad idea.
You know, I have a solutionthat kind of ties into this.
Should I do that or should Ishould?
Speaker 1 (06:58):
I no, I think mine might have reached natural.
No, that's pretty much it.
Speaker 2 (07:03):
Mike drop, I do have a.
I do have a.
I do have a.
I maybe I shouldn't do aserious note, but did you see
how AI can now dub things?
What do you mean?
Like they can take a video oflike me speaking in English or
anybody you could have, likeBiden giving a Speech.
You know, president giving aspeech.
Oh, it re re, reworks, it rejiggers your mouth, and then it
(07:25):
actually changes the mouth andit speaks in that, in a foreign
language, with your voice.
Yeah, so it sounds like youspeak that language and it looks
like you speak that language.
Speaker 1 (07:35):
Yeah, this, this technology Coming not gonna
cause already there, it's notgonna cause any problems
whatsoever.
Speaker 2 (07:40):
I mean, I think that's the thing about AI, isn't
that gonna be good for theworld, like if you could watch
it, if all the people of theworld could watch a speech given
in you know, spanish orsomething which is this.
What happened?
So the?
So we talked about Mille.
Speaker 1 (07:56):
Generous version of this, and that would be good,
but You've got to be less naive,like you've got to be able to
think that there's a largerpercentage of people who we use
that technology.
Speaker 2 (08:07):
It's a way, more of various ways a bad way to use it
.
You can get people to like saythings I didn't say.
Yeah, you can fabricateevidence.
Speaker 1 (08:14):
You can like Create orders from your like yeah from
your military leaders that say Iam the military general, I say
please nuclear everybody.
Speaker 2 (08:26):
Like well they go, well we got it.
There goes the world yeah, Ithink that's kind of what people
are worried about.
But let me let's compare it tothe simpler technology fire.
Speaker 1 (08:39):
Much simpler fire, I can make fire, I cannot make a
well, you could.
Speaker 2 (08:43):
You thought that.
Speaker 1 (08:44):
I like you can.
Speaker 2 (08:45):
You can burn down a whole city with fire.
You can kill people with fire.
You can be an arsonist and justburn whole things down.
You can do you can do insurancefraud with fire.
You can do all this stuff withfire.
That's horrible.
But people use fire, popproductively to, like heat their
homes and, like you know, burn,you know make things and heat
up metal and then form the metalinto things.
And you know People use firevery productively and there's a
(09:08):
lot more incentive to use itproductively than there is to
use it negatively.
And to use it negativelythere's a bunch of police forces
that prevent you, like stop youfrom doing that.
Speaker 1 (09:17):
Right and they use.
They use tiny little fires thatthey've Encaptured into their
like right metal barrels thatthey hold in their hands and
people on their hips.
So everyone's using?
I mean, I know fire gets used,yeah yeah, so I mean it's the
same way.
Speaker 2 (09:31):
I mean, technology has dark sides and danger, but
it also has positive sides andgood things.
But this one, for this wentviral.
A couple weeks ago at Davos,the, the president of Argentina,
the new one we talked about,javier Millay, who's the kind of
radical right, a radicallibertarian oh, I'm a listener,
I know all about it yeah so hegave a speech about I mean his
(09:53):
speeches.
I think completely I don't.
I didn't really like it becausehe's misguided about things,
but Because he's purelibertarian, I mean you don't,
you don't really understand theworld if you're pure libertarian
.
Yeah, but but, but it wasinteresting because that
somebody, somebody you knowTurned it, turned into English
and then they put on YouTube andit was demonstrating the AI and
(10:15):
Getting his speech a huge, amuch wider audience.
You know millions of rightafter I feel it.
I think it had 10 million viewsor something.
So, yeah, many, many millionsof people heard his speech,
which was basically like a kindof Margaret Thatcher, like, oh
you know, communism is coming orwhatever, right, but it was, it
was, yeah, it was kind of itwas pretty interesting thing,
but but.
But, but I do have a, I do havea solution that we can do
(10:37):
around this sort of okay, okay,okay, the solution is advertise
education.
Speaker 1 (10:45):
Advertise education yeah, yeah, so yeah go ahead.
Speaker 2 (10:50):
Just from that.
What do you?
I mean?
Just just from the words whatdo you believe.
Speaker 1 (10:55):
Advertise education like Making it ad campaign to
make get people into the idea ofgetting smarter.
Yeah, yeah, okay, okay, so I soI read some interesting
research.
Speaker 2 (11:06):
This was a couple years ago, but I'm sure we can
look it up and find it again andsomeone was.
Someone was saying okay,dollars for donuts, how much.
Speaker 1 (11:13):
There's a campaign there's a, okay, let's go do
that.
I think that's the the basicfunction of every donut store
Works on the principle ofdollars for donuts.
Speaker 2 (11:24):
That's right.
So dollars for donuts like like, how much bang for the rear
buck can you get?
Okay, we want to improve it.
Let's say we want people to getmore education.
Okay, like, let's just say wewant people to finish high
school Wacky idea.
Speaker 1 (11:38):
Yeah, let's say we want people to be.
Speaker 2 (11:39):
Let's just say the government looks at it and says
dang, for every time People getmore education we make way more
tax revenue.
You know the economy grows like.
We have less crime, lesspoverty, more safe families,
more safe neighborhoods.
Education is just like auniversal good.
But say we're not like a darnbad socialist country where you
just make it free and like Giveas much of it as people want.
(12:02):
Sure, that would be horrible.
Let's.
I feel like a lot of thesolutions are becoming like
right wing solutions to problems, because we can't get left wing
solutions, so we have to comeup with the right wing ones.
Speaker 1 (12:13):
So here's a let's not do that.
Well, I mean at least.
Speaker 2 (12:16):
Well, yeah, I mean I'm.
I'm in favor of just the moresocial, you know solution, but
that doesn't seem to catch inAmerica.
So we've got to come up with,like other solutions, that that
everybody can get on board withRight.
That's the problem withdemocracy and the opportunity
the opportunity on the problem.
Speaker 1 (12:30):
In the analogy of the wings, I mean like you see, all
those birds that fly reallywell with both two left wings or
two right wings, maybe there'sa balance.
Oh yeah, there you go.
Speaker 2 (12:40):
It's still because people get so entrenched, you
know, but actually the wholepremise of the system is to not
get entrenched but to come upwith new solutions that
everybody can get on yeah youknow like rank choice voting 90%
.
Speaker 1 (12:52):
I love it.
I still like that right andleft.
Speaker 2 (12:54):
It's great.
So here's a solution that mayberight and left people can get
in part with, yeah, which is,instead of saying, oh, schools
free because the government paysfor it or whatever and maybe
people don't want that, theresearch shows that if you
invest like $100, you knowwhatever on a certain amount of
money and you invest that inlike training teachers to be
(13:17):
better teachers, people get likeless than a 1% more education.
Speaker 1 (13:23):
It's a very small because it's very expensive, Not
a high return.
Speaker 2 (13:27):
Not a high return.
And if you invest that samemoney in like new educational
materials, like new textbooks ornew like educational videos and
stuff.
It's a little more thanteachers, because it kind of can
be given out for easily peopleand use, but textbooks are a
classic quagmire of people don't.
Speaker 1 (13:45):
Yeah, people don't.
Speaker 2 (13:45):
You can make better textbooks that are more active
in gauge learning More evidence.
Speaker 1 (13:49):
So textbooks, that's more effective.
It's a little more effectivethan training teachers.
Speaker 2 (13:53):
You're not impressed by how the efficacy of but if
you ask somebody on the street,how do you improve education,
they'd probably say trainteachers or pay teachers more.
Or they'd say make bettereducational materials.
Right, that's like what peoplesay.
Okay, it turns out.
Speaker 1 (14:06):
Turns out it's get better kids.
Get rid of those crappy kidsJust flush the bad ones.
Speaker 2 (14:11):
No, no.
It turns out that if you investthat same $100 or whatever,
that same pot of money in justadvertising to people that
having an education will maketheir lives better and get them
what they desire in life more,it's like a many times multiple
to their A good, old fashionedpropaganda campaign?
Speaker 1 (14:32):
Yeah, exactly.
Well, just advertising Likewhat we do for Doritos.
Speaker 2 (14:36):
Doritos aren't good for you, but we allow Doritos to
produce how many millions ofdollars a year they spend on
convincing people to eat Doritos.
Speaker 1 (14:44):
Well, I mean, this is being released a few weeks
later, but right now we are oneday away from yeah, Super Bowl
Sunday.
Biggest advertising bonanzathat we have in the year I know.
Speaker 2 (14:54):
So the government should seize or just pay for one
Super Bowl ad.
Speaker 1 (14:59):
No, that's the wrong one.
Why not?
I think I would spend like sowhat Everyone's seeing it.
Speaker 2 (15:04):
It's the best place to do it.
But that's the one where youwant like stars and like special
effects and you don't want justto see like hi, I'm the
Department of Education.
Why would you do that?
Speaker 1 (15:14):
Why would you make that the?
Speaker 2 (15:15):
Welcome to the Department of.
Speaker 1 (15:17):
Education.
By the way, school is coolSchool is cool.
I'm staying school.
I gotta tell you I'm the headschool person.
Speaker 2 (15:25):
I think it would fly if you got Francis.
What's his name?
Speaker 1 (15:28):
Francis.
Speaker 2 (15:28):
Ngano, no Bacon.
What's his name?
Speaker 1 (15:31):
We went where it way different places Bacon, though,
what's his name?
Speaker 2 (15:35):
Kevin Bacon.
Kevin Bacon Wait a minute,dressed up like the education
guy you were going for.
Kevin Bacon, francis Bacon's apainter.
I love yeah.
Speaker 1 (15:41):
I love the painter.
Do you know, francis Ngano?
Speaker 2 (15:43):
No, he's a gigantic.
Speaker 1 (15:46):
He's a UFC heavyweight champion and he just
recently fought Tyson Fury.
He's like a massively scarydude.
He punched one of the jackassdudes in a cup in the jackass
movie.
Speaker 2 (15:58):
Oh Francis, oh God, but he had a cup on.
Yeah, it's really great.
Speaker 1 (16:03):
It was the cup test.
Speaker 2 (16:05):
It was part of the oh God Part of the test of the cup
.
Oh God, you really elevated usto the jackass movie All right.
Speaker 1 (16:12):
So how would you do an advertisement?
Well, advertisement.
Speaker 2 (16:15):
Well, I mean Advertisement there, you go
there, you go.
I just invented thatadvertisement, copyright
advertisement, copyrightadvertisement, copyright
advertisement.
Not cut, cut, but copyright,copyright.
So I think I think Well,francis Bacon, no.
Speaker 1 (16:29):
Kevin Bacon.
Speaker 2 (16:31):
Kevin Bacon.
Kevin Bacon, dressed up as likea nerdy school superintendent,
being like stay in school kidswith like a, and the screen is
like shrunk, like it's night,like it's a, you know, like an
old TV that just was in colorand it was like old fashioned.
That'd be pretty good.
That would go viral.
People would think that's cool.
Why Kevin Bacon?
Speaker 1 (16:47):
Because he just is funny.
It's funny, but kids don't knowwho.
Kevin Bacon is You'readvertising educated, are you?
Wait?
No, you can advertise it toeverybody.
Are you advertising to theparents or to the students?
Oh, that's a good point.
Okay, so you're advertising tothe students.
Speaker 2 (16:59):
I don't know, you just make it, it doesn't?
I don't know exactly.
Speaker 1 (17:01):
I leave it to the advertisers.
What do you think?
The person you're using forhigh school is going to be
different than the person you'reusing for first grade.
Speaker 2 (17:08):
So you're trying to get high schoolers to watch, to
go to more, to go to collegebase.
That's the big thing is.
Speaker 1 (17:13):
The high schoolers.
The high schoolers did not dropout.
For high schoolers you got tobe like it's not cool.
What you don't want Go toschool, and then they'll go find
it.
Speaker 2 (17:20):
Screw you.
Speaker 1 (17:22):
I'm going to school as hard as I can.
Also, you all got to get adoctorate.
Speaker 2 (17:29):
I don't know, what do you think?
And then they end up, they go.
Speaker 1 (17:31):
I got a PhD in reverse psychology.
And now I see what you did andI'm a little bit upset and Game
working noise game.
Speaker 2 (17:40):
Phd in reverse psychology, or did I?
The worst thing you could do ishave it cut to Taylor Swift
being like go to school, andthen cut to LeBron James being
like staying in school is cooland then cut.
That would be the stupidestthing.
You have to do something likemore funny and exciting and like
that viral.
Speaker 1 (17:58):
Yeah.
Speaker 2 (17:59):
So I don't know what do you do.
What do you do?
How do you get something thatthen the kids, the kids on the
TikTok?
Speaker 1 (18:04):
There's only one Going crazy.
There's only one correct answerBring it.
You have to have Mr Beastconduct a contest where one
person.
Everyone goes to school and oneperson wins $500,000.
Exactly.
Speaker 2 (18:19):
Whoever stays in school the longest, that's a
good idea.
Speaker 1 (18:21):
That's a good idea, whoever stays in school the
longest gets $500,000.
People are like 75.
Speaker 2 (18:27):
They're like my fourth PhD.
Speaker 1 (18:29):
My fourth PhD A pottery class, please, mr
Beast's money is almost mine.
Speaker 2 (18:37):
Yeah, that's a good idea.
Actually, Mr Beast could beinvolved because he has done
like charitable things likesmall things in the past and he
cares about reading and learningand stuff I've seen him do.
Speaker 1 (18:46):
Anyone who doesn't know this is a YouTube Like the
YouTube most famous.
Yeah, he's the biggest YouTubeand he makes these videos that
are very engaging or compelling,where it's like the premise is
some sort of wacky premise, likeI did this crazy thing or I
gave away, I'm giving a contestfor this much money and it's for
subscribers, so he gets lots ofsubscribers and that brings him
(19:06):
lots of money, which he thenchannels back out.
It's a cycle.
Speaker 2 (19:09):
Yeah, it's a building cycle, but he also did
charitable stuff, like he madevideos of people.
He goes to countries and putswater into places.
Speaker 1 (19:18):
He's done.
Yeah, he builds wells.
Speaker 2 (19:22):
But recently he did Curing Blindness.
Whoa yeah so there's a surgerythat's like I think it's
cataract surgery or some surgerythat there's like something
like 20,000 or 20,000 or 200.
I don't know the numbers, butthere's some number of.
I mean, to me it's completelyunconscionable that this happens
, and to him too he said itonline, he said it in the video.
(19:42):
He was like why doesn't thegovernment just make this
surgery free?
Like, why doesn't thegovernment just pay?
It's so much better to havepeople not be blind.
Like just the economic valuethat they create over the next
few years will be way more thanjust the cost of this surgery.
Speaker 1 (19:57):
It's funny to see people stumble onto the idea
that for profit healthcare maynot be.
Maybe this is not the right.
Maybe do it.
The ideal world.
Speaker 2 (20:08):
But anyways.
So he paid for people to havethese surgeries and then he made
videos of, like, the bandagesbeing unwrapped and they can see
and it's like this amazingthing.
And then there was blowbackagainst him when he was like, oh
, he shouldn't have made this islike poverty porn.
Like he shouldn't have madethese.
And then there was reverseblowback, like are you crazy?
He's curing people's blindness.
(20:28):
Like how can you possibly beagainst?
Speaker 1 (20:29):
that Everyone has to have a take now.
And the only way to have a takeis to read what's going on and
go the opposite Like to Zag Iwould be pissed if he were like
a totally inauthentic character.
Speaker 2 (20:42):
But I have a feeling and when you watch his videos I
feel like he's a very authentic.
Speaker 1 (20:45):
He does come off very unlikable.
Yes, he's not scammy, he's nottrying to trick anyone, and I
can watch him with my 10 yearold kid.
Yeah, and it's fine.
He's great, it's silly and it'sfun and he's got a great little
cohort of bros that are hangingout with him and they're all
cool and chill and you can dosome sort of silly games that
have people like Staying it'sout of.
(21:06):
Yes, we're just offloading theidea, yeah.
Speaker 2 (21:09):
Mr Bees, do something .
You know the best thing wouldbe get someone else to have the
ideas.
Well, they could pay him a lot.
I'm sure he'd be happy to bepaid to make a Super Bowl
commercial right you know,welcome our new Department of
Education chair, mr Beast.
Yeah, that we should do that.
He's like all right, every kid.
But even if it's not a SuperBowl commercial, honestly just
putting up like Like you're inthe bus and you look up and
(21:31):
there's these cheap ads on theset edge of the bus.
Yeah and they're often for likea particular school.
Yeah, like this you knowextension school or this you
know thing.
If it were just an ad that waslike Do you want to achieve your
dreams?
Stay in school.
Like school is the way to dothat get a masters, get a gosh,
get an associates.
(21:51):
Like there's always more you cando, kind of like a got milk
kind of thing, like it's justlike an awareness campaign.
Like milk doesn't need.
You don't need to learn aboutspecific milks, you know milk is
out there, right.
So all you need is to rememberthat milk is a thing, and so
they did the got milk, you know.
They were, it'd be the samething you just need to be like
look, there are ways to get moreeducation, go for it.
Speaker 1 (22:12):
You know, go for it might be pretty good.
Speaker 2 (22:15):
Anyways, I don't know something, something where some
, where people can just likecenter around that.
Speaker 1 (22:19):
And then you want to get smart.
Speaker 2 (22:20):
go for it, yeah and you could really tie it to
people's real dreams, you know,like really their dreams.
Like do you want to, you know,like I don't know, support your
family better, get moreeducation, like do you want to,
you know?
Anyways, yeah, I think that'dbe.
I think that'd be.
I mean, I it's not just what.
I think the data is like veryclear.
Like we spend every year,there's like hundreds of
(22:42):
millions of dollars spent on,like training teachers and
making textbooks.
Okay, and it's like we shouldjust take like one-tenth of that
and it would have an.
It would have a greater Effecton improving education.
Speaker 1 (22:51):
Work on them, work on the marketing.
Speaker 2 (22:53):
Yeah, yeah, and I thought you can even do it as a
charitable thing.
Speaker 1 (22:57):
They definitely put Z like next to zero effort into
it, because it is a public rightand it's a right.
Thing.
It's like you go to the school,that's there, you don't have to
advertise.
Right right, the firedepartment doesn't advertise.
You know what?
I mean, so they're like it'sjust a thing, but yeah it would
get people more jazzed and getlike maybe change the attitude
(23:18):
toward Toward education, becauseright now the attitude toward
education it's low, it's bad,right Disable, yeah, it's not
good.
Speaker 2 (23:26):
And why is?
Why not?
I mean any.
If you had it a product, anyproduct and you were like we
don't advertise, it doesn'tmatter how big of a product you
are, if you didn't advertise,people would be like no one's
gonna use your product.
Speaker 1 (23:39):
We are Oreos advertises.
Speaker 2 (23:41):
Oreos have already made the best cookie in the
world Give no bar none.
Speaker 1 (23:47):
Wait a minute, hold on.
Is that a check from Oreos inyour pocket?
And then what is going on?
Everyone knows that money.
Speaker 2 (23:53):
Everywhere in the world anyone can identify Oreo.
They're the most iconic, bestcookie in existence and they
still right they spend so muchmoney on.
Speaker 1 (24:01):
I still write their name on every cookie and they've
written their name twice, fourtimes.
Speaker 2 (24:05):
He both sides twice.
Speaker 1 (24:07):
Oh, I didn't.
Speaker 2 (24:07):
Oreo, oreo doesn't say Oreo or say Oreo cookie.
I don't know.
We'll have to do some research.
Yeah, but at least twice,because it's on both sides.
Yeah, it's on both so they aretotally advertising, even though
they're the so.
So it doesn't matter how bigyou are, it doesn't matter how
universal or ubiquitous, nothing.
Coca-cola Everyone knowsCoca-Cola every day.
They spend probably a billiondollars a year just on Coca-Cola
(24:28):
Advertising you know howexpensive it is to train polar
bears.
Speaker 1 (24:31):
Right, amazing, you got amazing.
Speaker 2 (24:34):
And those polar bear trainers.
Speaker 1 (24:35):
They are chance.
It's harder and harder everyyear to find polar bears.
You know we talk about theclimate issues.
Speaker 2 (24:40):
It's true is keeping climate.
Everybody we're gonna losethose ads.
Speaker 1 (24:43):
Yeah, so we, we advertise education.
We know get in touch with theperson in Netflix and we have
them switch around the subtitleson their you know.
Speaker 2 (24:53):
They're most their least interesting show.
In that order yes and then.
Speaker 1 (24:58):
Step three profit question mark and then step for
profit.
Speaker 2 (25:01):
Yes, yeah, yeah societal benefit.
Yeah, I Don't know how to getpeople to read those books.
I read them.
I've read them most of them,just because of my education.
But yeah, it's.
Yeah, I don't know how to getpeople.
Speaker 1 (25:15):
I think there's a Same solution.
We'll get mr Beast to put likea hundred dollars in every book
and then put them in libraries,and then we'll get people to
read.
Speaker 2 (25:22):
I do I have a solution actually for this?
Okay, besides mr Beast, puttinga hundred dollars in library
books, that's a pretty good idea.
Speaker 1 (25:32):
Oh yeah, well, we could just use mr Beast money
and fame and just use that to doit.
Speaker 2 (25:36):
You know, mr Beast could do it as a Willy Wonka
chocolate factory thing where heputs a bunch of he's done a lot
of chocolate, oh yeah, does hedo a gold?
Speaker 1 (25:42):
ticket.
He did it Well.
He, like he made one of hisvideos, was making a chocolate
factory and then he had a bunchof people come through it and
One person was one it at the end.
Speaker 2 (25:51):
But what he could do is he could say I've put 10
golden, golden tickets in Booksin the public libraries of
America.
If you find them, you get tocome and be on a video with me
and you have a chance to win amillion dollars.
Kids would be like I mean itwould be a Kids would be ripping
apart libraries.
Not just kids adults would goin and just be like ripping
(26:14):
apart libraries.
Speaker 1 (26:15):
Yeah, that would maybe not be the best.
Speaker 2 (26:19):
I think librarians would Maybe it would have to be
more involved.
It would have to be like go onthis platform and write a
summary of the book that youread but then they just have AI
do it.
Wait, I have a solution forgetting people to read really
complicated hard books.
I have a theory.
What is it?
Pictures, I think yeah pictures?
No, I think there is.
I think that there isn't peoplewho are highly like literate
(26:42):
like moi, comme moi.
Wow, yeah, wow, if you've read alot of these books, you
actually know that there arelike starting points.
Speaker 1 (26:52):
Wait, hold on.
I think if you've read, anybooks.
Speaker 2 (26:54):
you know that Not the beginning of the book.
No, no, no, no, it's kind ofpackaged very-.
Speaker 1 (26:58):
That's not what I mean.
Very intuitively, that's notwhat I mean, and you know it.
Once upon a time, this seemslike a pretty good starting
point.
Speaker 2 (27:09):
It seems like the beginning.
Speaker 1 (27:10):
Hold on a second All right.
Speaker 2 (27:12):
So there are a lot of what's this?
Speaker 1 (27:13):
about new starting points in books.
Speaker 2 (27:16):
So like if you were like hey, I want to, you know,
like hey, I've heard the wordlike Kafka-esque.
Speaker 1 (27:22):
Right.
Speaker 2 (27:23):
I want to like read a book by Kafka, right, you know?
Just cause I'm curious right.
Speaker 1 (27:28):
Hey, my dumb friends were like insulting me and one
of them said I was likeKafka-esque or something.
Speaker 2 (27:34):
I don't even know what that means.
Your dumb friends are very Wow.
Speaker 1 (27:39):
Okay, I have a lot of dumb friends, with like one
real nerdy one, yeah, yeah, itwas that guy.
Speaker 2 (27:43):
And also, what did you do to earn Kafka-esque as a
moniker?
That means you're really likeweird.
Speaker 1 (27:47):
I was scuttling around the ground like a little
bug or something Whatever.
Speaker 2 (27:51):
I was going in and out of doors that were
multiplied by mirrors,throughout an entire castle of
infinite mirrors.
Speaker 1 (27:58):
I don't know why that was Kafka-esque.
I was waking up in the morningand inhabiting a completely new
form.
Speaker 2 (28:03):
It was, it was like and my bro was like it didn't
even make sense, dude, you're soKafka-esque, so what does that
mean?
And I was like what Ugh?
So yeah, so you could read themetamorphosis, but I even think
the metamorphosis is kind oflong and somewhat confusing.
But you could read themetamorphosis as an entry point,
but like there's other onesthat you could read, like the
hunger artist is actually whereI would start.
(28:25):
Thought you were going to saythe hunger games, no, the hunger
artist.
Okay, hunger artist.
That's a short story by Kafka.
That's very short and like veryreadable.
Cause it's just about a guy whodoesn't eat in the circus and
then he presents his body aslike super hungry and people
call him the hunger artist andit's just like a freak show.
Not the story but it'sinteresting Cause it like says
(28:46):
all these things about, like,like people's, you know,
perversity.
I mean it's Kafka-esque, so it'ssort of perverse but it's also
kind of deep and profound tothink about, like art and how.
What is he saying about artistsas a kind of self sacrifice?
Do artists like sacrifice andare they freaks?
Cause we sometimes thinkartists are like great, but he's
(29:07):
like artists are freaks thatare in the side show you are
just starving themselves.
It's pretty interesting.
It's kind of provocative,Interesting.
So it's a really good story andit's not, you know, violent,
Like a kid could read it.
It's just about a guy noteating, so sort of.
I guess it's sort of weird, butit's.
You know, it's Kafka-esque,it's a little bit morbid, a
little bit weird, but it's.
It's a good place to start andif you read that now, you would
be like I can read Kafka and youmight have some more strength.
(29:31):
And then there's I think thereare other short stories you
could read, but don't start with, like, the penal colony.
It's a very strange book andit's hard to read and don't
start with it.
But you could build up to it ifyou wanted to you.
Speaker 1 (29:44):
Got like.
You got like training wheels,kafka, yeah, and every author
has this and even every genrehas this.
Speaker 2 (29:51):
So you could say like , hey, I want to be like able to
read like Tolstoy's War andPeace, which is actually not a
very hard book to read.
Speaker 1 (29:57):
People think it's hard, but it's not, it's just
thick, it's really thick.
Speaker 2 (30:00):
Yeah, it's thick, but it's always Harry Potter and
it's not that hard to read.
Harry Potter is thick.
Here it's, yeah, so thick.
Speaker 1 (30:06):
What?
Harry Potter is thick.
So what you're saying?
If you can read one, you canread the other.
Speaker 2 (30:12):
Yeah, if you can read where Harry Potter, you can
read War and Peace.
It's not.
It's not hard to read, are?
Speaker 1 (30:15):
there dragons in War and Peace.
Speaker 2 (30:17):
Are there cannons?
Okay, they're kind of likedragons.
Speaker 1 (30:24):
They kind of spit fire you probably want to be
like you know, I probably wantto be like 16.
Speaker 2 (30:27):
I'd be older than 16 to read War and Peace, not for
because of any.
It's not like sexual or I meanthere's some violence, people
get blown up by cannons andstuff.
But but I mean I would just saybecause the themes are kind of
more grown up, you probablywon't be interested in it if
you're like 10 or 12, but ifyou're like 16, 18, you could
read.
There's some really interestinglike 16 so what your characters
?
Speaker 1 (30:45):
How do we get?
What's your entry way to sowith one told story?
Speaker 2 (30:49):
so with Tolstoy.
There are some Shorter booksyou can read and also short
stories that he wrote that aremore interesting, maybe for like
a younger person.
Like there's a collection ofhis short stories and called
boyhood, youth and Adolescenceand it's just vignettes.
Is that the same thing threetimes boyhood, youth,
(31:11):
adolescence?
I think they're key.
Speaker 1 (31:12):
Considers them younger, older, older, older
okay, okay, he's getting into aadult.
Speaker 2 (31:16):
Youth is like in between being a boy like those
are three, seven, yeah, no, no,it's boyhood yeah and then, and
then each one is like a littlestory about like being a boy,
what it's like to be, not a boyin a Gendered sense, but just
what it's like to be a child asa boy.
And then what it's like to belike a child, you know, like a
youth as a boy, and then one,yeah, an adolescent and and
they're very Poignant and likevery beautiful and because he
(31:41):
has an incredibly developed likeemotional palette as a human,
like Tolstoy was writing inRussian.
Speaker 1 (31:47):
Originally.
Right, okay, so these are alltranslated 18 1890.
It's not because you don'tthink of Russians as being like
very to warm, warm, likeDescript.
Yeah, yeah, he is, he is yeah,he's extremely Like.
Speaker 2 (32:04):
He has an extremely profoundly very Variegated sort
of emotional palette and a deepempathy and compassion for for
human, the human experience.
And so you can read theselittle vignettes and they're
about boyhood, youth andadolescents, so young people
could read them and get accessedand then they could be like huh
, maybe I'll try worn piece andI'll read it like Harry Potter.
(32:24):
Also, we could release wornpiece in three volumes, right,
and it would feel like moredoable because it'd be like
three Harry Potter's hold on asecond.
You know you could release it inthree volumes and then it
wouldn't be scary, it wouldn'tbe so thick.
Have AI go through and reFormulate the text of war and
Pete like where it says you wantoh Harry, I don't know who's
(32:48):
Napoleon, right, voldemort?
And then that's really justchange it so that you get you
get you know To three chaptersin before you go wait a minute
with.
This is a Harry Potter and.
Speaker 1 (32:58):
Russian Revolution.
You know, like that's not a,that's not a real Harry Potter
book.
And then they that's funny,yeah, and then that's your hood.
Speaker 2 (33:08):
You could do that because you can break trademark
law for farce.
So this would be farcical.
Speaker 1 (33:12):
It's over a hundred years old anyway.
What's the?
Speaker 2 (33:14):
but I'm saying the Harry Potter trademark, oh sure
that the ones with lawyers whowould definitely try to kill you
if you did this.
Speaker 1 (33:21):
There's no massive.
Oh god, the troll, the.
Speaker 2 (33:23):
Tolstoy estate is coming for you, man.
Speaker 1 (33:25):
You know how litigious war.
Peace before they get therereally into war?
Speaker 2 (33:29):
Yeah, but yeah.
So this is something that's anunrecognized reality of books,
which is that there are entrypoints, like if you want to read
Plato Plato's dialogues, whichis hard to read, you know
there's an initial dialogue youshould read, which is the mean
oh.
I think the mean oh is one ofthe most easy to read dialogues,
or maybe the apology Okay, theapology or the mean oh are
(33:51):
probably the two.
Speaker 1 (33:52):
Sorry, I haven't read that one.
Speaker 2 (33:53):
There's two of them.
But yeah, the apology, Ihaven't read that one.
I'm sorry, it's okay, I forgiveyou.
I forgive you, I accept yourthe apology.
The bad man.
Speaker 1 (34:06):
Yeah.
Speaker 2 (34:08):
Sorry.
So if people are like Plato andthen they just like open up
some random Plato, it's gonna bego way over the head, it's
gonna be really hard cuz, likejumping the deep end, or if you
try to start with the Republic,or you try to start with like
the Theotidas, which are likeextremely weird Dialogs yeah,
don't start with the Theotidas.
Yeah, T T Is no, no, yeah,don't start with that.
Speaker 1 (34:27):
Kid me.
Anyways, so this guy over herestart with theotidas.
What if?
Speaker 2 (34:32):
there was even just a published list of entry points
with their like branching sortof Progresses that were
recommended like almost like a,like a, like a level one, level
two, level three, right up intothe debt or down Into the depths
of like difficult literatureand history and you know, you
could really get people, couldreally, you know?
(34:55):
No, well, of course you're.
You're starting at a level fivebook.
What are you doing?
Speaker 1 (34:59):
go to level zero if people can remember what order
to watch all the Marvel moviesin.
Then they can for sure, figureout like the order of Plato
works to do it right right notdo it right and not start On
level black diamond.
You know I mean and fall overand break Maybe we should do it
like ski.
Speaker 2 (35:18):
Yeah, should be.
It should be the ski slope.
Speaker 1 (35:21):
We should use the same ski slopes.
Yes, one black diamond to blackdiamonds, the most logical.
Speaker 2 (35:34):
But it's, it's, it's not.
It's completely internationalRight.
It's not Arabic numerals.
Speaker 1 (35:40):
Oh, those are Arabic numerals.
They're Arabic do you thinkthere are places where Arabic
Probs.
Speaker 2 (35:46):
You're gonna get canceled.
Speaker 1 (35:47):
No, but even you gotta have.
Even in China, where they'renot using Arabic numerals, they
use, your them a three.
They're like, I understand, oh,oh yeah, everywhere you know.
They're universal numbers,arabic numerals.
Who's not reading Arabicnumerals?
And everybody.
But I'm just saying it's justArab culture, nope green circles
.
Speaker 2 (36:09):
I don't know.
One, two, three, four, five.
I feel like it's cooler to likea symbol.
This is just an orange squiggle.
I'm really lost now.
Yeah, I don't even know.
All right, we got a bunch ofsolutions, mostly education.
Speaker 1 (36:19):
A little hodge podge yeah your subtitle?
Speaker 2 (36:22):
What is your idea called?
Speaker 1 (36:24):
Sneaky subtitles.
Sneaky subtitles, of course,mine's advertising education.
Although if you call it sneakysubtitles, it kind of gives away
the game.
Speaker 2 (36:31):
I guess mine would be advertising education, and then
the other one was, I would callstarting points, perfect, yeah,
well, there we go.
A little hodge podge for your.
Thanks for listening.
All you head heads, all youhead heads.
Speaker 1 (36:41):
Yeah, all you head heads out there.
Yo, thanks for tuning in.
Solutioners, come back.
Speaker 2 (36:46):
Same time, same time, same Ed.
Ed pod, we're the Ed bros ohgreat yeah oh welcome for the Ed
bro show Well brought to you byMr Beast and Jackass, the Ed
bros Great.
Speaker 1 (37:03):
It sounds kind of like what we that's actually was
.
Actually.
That's how someone wouldactually neg us.
They'd be like these Ed bros,bro, shut up, don't call me that
.
Speaker 2 (37:11):
Oh, that is what we are, though it's sad we go home
and cry Like you got me man.
We open our play dough, thetears just go on the page.
See you, guys, next time, allright, everybody, oh yeah, this
is solutions from the multiverse.
Speaker 1 (37:24):
I'm out, no.
Speaker 2 (37:25):
I'm Adam.
Speaker 1 (37:26):
I'm Scott.
Speaker 2 (37:26):
All right.
Every week we bring in this toolate.
This is too late becausemultiple solutions.
Speaker 1 (37:31):
Yeah, multiple solutions.
Speaker 2 (37:33):
You can put this at the beginning.
Speaker 1 (37:34):
This could be the opening multiple solutions from
the multiple verse Solutionsfrom the multiple, multiple
verse.
Speaker 2 (37:40):
Actually, solutions with the multiverse is already
really long.
Speaker 1 (37:43):
That's a really long name.
Speaker 2 (37:44):
We were just going to call it solely Moli oh that
could be the shortening solelyMoli solutions on the multiverse
.
So we thought SFM, sfm orsolutions FM.
Speaker 1 (37:55):
Yeah, well, that's how you greet each other.
You go solely Moli, every Moli.
That could be the way we got tocatch phrase.
We did it.
That's it.
If nothing else, this could bethe beginning, though.
This is the beginning.
Okay we'll see, All righteverybody.
Enjoy the rest of the podcastand also and also see you later.
Bye.
Speaker 2 (38:13):
Goodbye, whatever it is.
Speaker 1 (39:39):
Yeah, scott's great idea show, scott's great idea
show.
Popular Podcasts
United States of Kennedy
United States of Kennedy is a podcast about our cultural fascination with the Kennedy dynasty. Every week, hosts Lyra Smith and George Civeris go into one aspect of the Kennedy story.
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com