Larry Erickson

“The real guide to reality It’s not that pigeons are stupid. Well, they are, but that’s not the point. This gulf between how we see the world and how a pigeon sees the same world reveals something fundamental about our relationship with reality, and how we understand our place in the cosmos. Our eyes powerfully illustrate the fact that our experience is a heavily edited version of reality. Evolution has found a way for us to harvest, process and interpret elementary packets of light in the dark cavities of our skulls. Our minds navigate the many constraints of anatomy to make it work—frame rates, blind spots, faulty cones, colorless peripheral vision. We don’t even notice the limits of our eyes as we construct our subjective world view in our heads. Like all creatures on Earth, our bodies are carefully tuned to ensure our continued survival. But it would be a pointless waste of ego to think that they make us capable of experiencing reality as it really is. We are each locked into our own umwelt, profoundly limited by our senses, constrained by our biology, shackled by the inescapable bounds of our evolutionary history. We’re hopelessly tethered to what we can uncover while stuck on (or perhaps near) this planet, a speck of dust in the vastness of the cosmos. We see only the merest sliver of reality. We’re peering at the universe through a keyhole.”
― Adam Rutherford, The Complete Guide to Absolutely Everything (Abridged): Adventures in Math and Science

“HYPERINFLATED. This person is an upper-chest breather who tends to pull up into spinal extension for both respiration and stability. Their lumbar spine is in hyperextension, while their pelvis lives in anterior (forward) tilt, meaning their butt sticks out. They are always pulling up into themselves, trying to look like they are in charge. They have a limited sense of grounding in the feet, and limited ability to pronate to absorb shock (the feet turn outward, or supinate). All of the above makes them quite susceptible to lower back pain, as well as tightness in their calves and hips.”
― Peter Attia, Outlive: The Science and Art of Longevity

“Compulsory, class-based education of young people by teachers in preparation for exams is one of those universal things nobody ever questions. We just assume that’s the way learning happens. But a quick reflection on our own experience shows that there are all sorts of other ways to learn. We learn by reading, by watching, by emulating, by doing. We learn in groups of friends, we learn alone. Yet almost none of this is called ‘education’ – which is always a top–down activity. Is the classroom really the best way for young people to learn things? Or has the obsession with formal education crowded out all sorts of other, more emergent models of learning? What would education look like if allowed to evolve? When you think about it, it is rather strange that liberated, freethinking people, when their children reach the age of five, send them off to a sort of prison for the next twelve to sixteen years. There they are held, on pain of punishment, in cells called classrooms and made, on pain of further punishment, to sit at desks and follow particular routines. Of course it is not as Dickensian as it used to be, and many people emerge with brilliant minds, but school is still a highly authoritarian and indoctrinating place. In my own case, the prison analogy was all too apt. The boarding school I attended between the ages of eight and twelve had such strict rules and such regular and painful corporal punishment that we readily identified with stories of prisoners of war in Nazi Germany, even down to the point of digging tunnels, saving up food and planning routes across the countryside to railway stations. Escapes were frequent, firmly punished, and generally considered heroic.”
― Matt Ridley, The Evolution of Everything: How New Ideas Emerge

“The Harvard psychologist Steven Pinker argues that, in stark contrast to the blank-slate dogma, our emotions and faculties have been adapted by natural selection for reasoning and communicating, have a common logic across cultures, and are difficult to erase or redesign from scratch. They come from within, not without. Learning can only happen because we have innate mechanisms to learn. Learning is not the opposite of instinct; it is itself the expression of an instinct – or rather many instincts. The human brain comes equipped automatically – though not necessarily from the start – with a tendency to learn language, to learn to recognise faces and emotions, to understand numbers, the wholeness of objects and the mindfulness of other people.”
― Matt Ridley, The Evolution of Everything: How New Ideas Emerge