Gotcha.

But I show up to this show and Zach's previous band was playing that show.

And that's where I met Zach.

So when I started what lies below, I texted him.

I'm like, Hey, do you want to join this band? I'm sorry.

He said, I'm joining this other bands, little busy Vince, if not for me.

So he was just joining that band, but he's like, let's write some songs.

How'd you guys decide on which tracks to release and which ones not to?

Can you talk to us a little bit about that happening and if there's anything we can do to reduce that?

Well, if you have a smoke alarm in your house on the main floor near your kitchen and it keeps going off if you're cooking toast or just light temperature items, you can look into replacing it with a different type of alarm.

There's generally two types, photoelectric or ionization.

they're marketed like the nuisance alarm, which is photoelectric in this case.

You could have it near the kitchen.

It is less likely to go off with toast or slight heat variations.

It'll still do the job and it still has to be there, but it's less likely to do that.

I feel like there's things that we should be thinking about on the outside as well.

Talk me through it and how this relates to education, because I think this kind of sums up a lot of what we're talking about here.

Oh, I'm so glad you enjoyed that.

It was very fun to write.

So one of the very common popular understandings of the role of neuroscience in education is inside the brain, this is what happens, and therefore we should recreate that process outside of the brain.

Yeah.

And there are several problems with that chain of thought.

One is our knowledge of what actually happens in the brain is minute.

So I wonder, how would you advise a leader who has been presented to by a teacher or someone in their school with new evidence? How could they help them filter that and be supportive, but while being appropriately skeptical, I guess?