Yeah.

Let's just say you had a stupid thought, right? Oh, and you, you ha- well, you, you have to go find a book and explore it, and it might not mean anything, right? Just because you're 15 and you have a thought, it's part of being 15.

It's part of exploring your identity.

It's part of who you are.

And a lot of times these thoughts don't go anywhere, and sometimes they do.

Sometimes they lead you on a new tangent, and sometimes they don't.

But one of the things that I've come to discover is this idea of cognitive privacy, which is that we need privacy of thought.

in your teaching that ha- have been successful, unsuccessful? What have you tried?

Right.

Like whatever she thought it was going to be or might be.

moving forward and then she seemed it was the same from when it started till we have this uh uncomfortable conversation and a lot of like i said um at an early age my family told me like uh we tried talking to you and uh only thing we could do is pray for you you know that's it but uh by the grace of god it works prayer works because uh I was trying to steadily kick in that door.

You ever heard the song, Knockin' on Heaven's Door? I was trying to kick that bitch in, excuse me.

If I didn't care about myself, I was incapable of caring about anybody else.

Like I say, I got both of my eyes, my arms, I'm alive, I'm healthy, and a lot of people that I started with aren't.

I've seen things that are worse than death.

And it's not even about,

We've got a bigger problem here"? Because the fact is, if we're thinking that we have the muscle that we can bring back, and we can tap into that old muscle and get it back up and running, then we're maybe not as conscious or as empathetic to the fact that kids ha- don't have that muscle, and that actually what you're saying about thinking and learning, actually should there be a complete recalibration of what the focus should be if we want to make sure those kids develop that kind of learning muscle, the ability to struggle, the ability to have resilience and problem solve, and be able to take different opinions and hear things that are not positive, and be able to take that in and juggle that, and then make something concrete from it.

Well, [laughs] that's, that's perfect.

So all of those things you just named, that is the cognitive ecosystem that we have to protect, and it's very fragile.

Uh, I'll give another analogy because I, I love stories.

This is how I teach, and I think that by explaining it this way, um, people will kind of see, like, what AI does to the brain.

And again, it's not...

The, the tool doesn't intend to do this and, right? These tool- this technology wasn't designed for kids.

Should this be one of the lines that is not ignored?