Latest / Talk to Prince Show - Solving World's Problems / Prince Israel Zaar on: The Purpose of Education Is to Teach Students Think, Doubt, and Ask Questions TDQ

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Prince Israel Zaar on: The Purpose of Education Is to Teach Students Think, Doubt, and Ask Questions TDQ · Talk to Prince Show - Solving World's Problems

• 0:04
  Speaker 1: The society of humans was supposed to be better. humans
• 0:39
  Speaker 1: educated themselves about the cosmos, about the naturality of things,
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  Speaker 1: about the planetary systems and the constellations, or about the
• 1:01
  Speaker 1: universe and the earth in particular and all the properties
• 1:15
  Speaker 1: of living in the naturality of things that are connected
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  Speaker 1: humans their mind, body and soul, to themselves, to their
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  Speaker 1: immediate environment, to their societies and communities, and to the
• 1:47
  Speaker 1: universe itself, or the cosmos and the multiversality of things.
• 1:58
  Speaker 1: The human mind has not been expanded. The main dominion
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  Speaker 1: on the human body, the lighthouse of that being itself,
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  Speaker 1: that star, the sun of the being itself, that shine,
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  Speaker 1: that glitter, that thing that takes the human being beyond
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  Speaker 1: the horizon of itself, the thing beyond itself and beyond physicality,
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  Speaker 1: beyond its universe, the human intellect, the intelligence of things,
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  Speaker 1: the mind itself. It's rather unfortunate and sometimes seemingly promising
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  Speaker 1: or sometimes bleak. that the human society does not invest
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  Speaker 1: in the minds of its people. The societies of today
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  Speaker 1: are not investing a lot in making the human being
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  Speaker 1: to be intelligent, to think intelligently and make intelligent decisions
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  Speaker 1: and live in a positive causality, exponentiation type of society.
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  Speaker 1: Humans go to school and they get concentrated on fields
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  Speaker 1: that are after the certification or the diploma or the
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  Speaker 1: degrees or the graduations. Those certificates are useless, crude to say.
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  Speaker 1: And the human being needs to abandon that certification or
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  Speaker 1: that degree and spend their lives doing the ordinary things
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  Speaker 1: of life, just to have a living or just be functional.
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  Speaker 1: But they wasted 20 plus years of their lives in
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  Speaker 1: educational institutions, studying everything that is not necessary for the
• 4:22
  Speaker 1: positive continuity of their lives. are sometimes indoctrinated or miseducated
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  Speaker 1: on the things that create conflicts, that create negative binarisms,
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  Speaker 1: that create reductionisms and determinisms, or those same things that
• 4:42
  Speaker 1: are not necessary for a conducive, sustainable life. In that school,
• 4:52
  Speaker 1: what do they learn? And why do they teach them
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  Speaker 1: those things? I see a human being be born with
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  Speaker 1: a mind that is not developed to understand itself, the
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  Speaker 1: society in which it lives, and the broader world. If
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  Speaker 1: the human intellection, the human mind and intelligence was properly developed,
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  Speaker 1: humans will not be in conflicts, in wars, in disagreements,
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  Speaker 1: or just being susceptible to lies and deceptions and conspiracies
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  Speaker 1: and misinformation and disinformation and miseducation and propaganda and false
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  Speaker 1: and coerce, oppress into the meaninglessness of things. Humans go
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  Speaker 1: to school and they are educated. And they are well-educated
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  Speaker 1: from some prestigious universities. But when you see these humans
• 6:05
  Speaker 1: make decisions sometimes, you wonder, what did they study in school?
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  Speaker 1: How did they analyze problems or difficulties or challenges? What
• 6:18
  Speaker 1: are the stages of their problem solving? What is the
• 6:22
  Speaker 1: goal or the mission or the direction What is the purpose?
• 6:30
  Speaker 1: Why do they do things? Why do they think the
• 6:32
  Speaker 1: way they think? Because sometimes you see how leaders are
• 6:38
  Speaker 1: supposed to think and make decisions. But you see sometimes
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  Speaker 1: that those decisions are not coming from the fundamentals of reason.
• 6:50
  Speaker 1: Those decisions are not coming from the fundamentals of common
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  Speaker 1: sense or logic or critical thinking or or causality or
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  Speaker 1: responsibility or accountability should in case things go wrong it
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  Speaker 1: is leaders in most societies they have a lot of
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  Speaker 1: power and they have a lot of respect from the
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  Speaker 1: people they purportedly have big IQs as I'll call it
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  Speaker 1: or larger IQs or higher IQs and they will say
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  Speaker 1: And such be it that a human being in itself
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  Speaker 1: was supposed to be intelligent. Every human being with a
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  Speaker 1: mind was supposed to be intelligent, was supposed to be
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  Speaker 1: educated and taught by society first to be intelligent. When
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  Speaker 1: you are intelligent, you make intelligent decisions. You build a
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  Speaker 1: society in which you live in, you contribute. You use MPB, measurement, proportionality,
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  Speaker 1: and balance to reason and calculate the things you do,
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  Speaker 1: to calculate the negative causalities and positive causalities of the
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  Speaker 1: things you do, and the exponential vicarious liabilities of your decisions.
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  Speaker 1: But today in this society in which humans live in,
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  Speaker 1: They confuse power for intelligence. They confuse power for intelligence.
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  Speaker 1: Only partisan and corruption confuses merit for favor. And even
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  Speaker 1: the smartest people in society, as they say, their decisions
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  Speaker 1: are not prone to make humanity a better place, to
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  Speaker 1: help humans learn, improve and grow. The first priority of
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  Speaker 1: every society is to educate the mind of the people.
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  Speaker 1: You can go to school And gradually hide the grace
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  Speaker 1: without actually developing the mind. Just as you can spend
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  Speaker 1: your whole life in the church without actually knowing God.
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  Speaker 1: Or without actually enlightening the mind and the soul. People
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  Speaker 1: can be given power and respect their whole lives. But
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  Speaker 1: they never make prudent, well thought, a positive, critical thinking,
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  Speaker 1: analytical decisions. Humans are not important today because of their intelligence.
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  Speaker 1: Intelligence is the power to exponentiate positive causality. Intelligence is
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  Speaker 1: the power to exponentiate positive causality and minimize negative causality.
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  Speaker 1: How you exponentiate positive causality says how intelligent you are.
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  Speaker 1: How you exponentiate negative causality says how unintelligent you are.
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  Speaker 1: Society is not prioritizing intelligence or positive causality decision making.
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  Speaker 1: To be intelligent in the society of today means you
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  Speaker 1: can knock some knees to maximize profit and minimize costs
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  Speaker 1: at the expense of society, at the expense of the future. Today,
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  Speaker 1: the most intelligent are the people that optimize profit. So
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  Speaker 1: intelligence is measured based on profit, on extraction and exploitation.
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  Speaker 1: Intelligence is not measured based on positive causality decision-making, positive
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  Speaker 1: causality decision making. How the decisions that leaders or the
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  Speaker 1: so-called intelligent people make that are of positive causality exponentiation.
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  Speaker 1: An intelligent person should minimize the positive, should minimize the
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  Speaker 1: negative causality or the vicarious causality Of what they do.
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  Speaker 1: An intelligent person. Should be given the capacity. Of intellectual development.
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  Speaker 1: Should be able. To analyze. The negative causalities. Of their action.
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  Speaker 1: Reaction or omissions. A society. That prioritize. The intellect of
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  Speaker 1: its people. Shall always lead. The society that prioritizes the
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  Speaker 1: intelligence of its people shall always lead humanity in the
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  Speaker 1: long term. Society that prioritizes the positive exponentiation of positive
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  Speaker 1: causality intelligences shall lead society for a very long time
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  Speaker 1: because they shall create positive, conducive, sustainable development, or positive, conducive,
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  Speaker 1: sustainable advancement, or positive, conducive, sustainable humanity. The human mind
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  Speaker 1: must be developed. When kids go to school, their job
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  Speaker 1: is the mind. But when kids go to school today,
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  Speaker 1: they are distracted. Those in power decide what type of
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  Speaker 1: education those kids should study. That is good. But it
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  Speaker 1: should prioritize the human mind. Give a kid the tools
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  Speaker 1: to teach itself. You should encourage positive causality exponentiation type
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  Speaker 1: of education. You should encourage positive causality conducive sustainability type
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  Speaker 1: of education. And such should be the sign In the
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  Speaker 1: development of artificial intelligences. Those who are educated. In positive causality.
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  Speaker 1: Exponensation intelligences. Shall develop positive causality. Exponensation artificial intelligences. And
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  Speaker 1: those who are educated. a negative causality exponentiation educational system,
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  Speaker 1: we develop negative causality exponentiation type of artificial intelligence says.
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  Speaker 1: The human being is the mind. You cannot say no
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  Speaker 1: to that. The more humans know, the better for the society.
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  Speaker 1: The more holistically intelligent humans are, the better for the society.
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  Speaker 1: When somebody talks about intelligence, or grade the IQ of humans,
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  Speaker 1: always ask yourself, is that intelligence for the exponentiation of
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  Speaker 1: positive causality? Is that IQ for the exponentiation of positive
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  Speaker 1: causality intelligences? Is that high cue for the positive exponentization
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  Speaker 1: from conducive sustainable development or advancement or invention or innovation
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  Speaker 1: or creativity or imagination or the act of positive being?
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  Speaker 1: We cannot redefine God, redefine education, redefine intelligence, redefine humanity,
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  Speaker 1: redefine good without in itself exponentiation, positive causality, intelligences. How
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  Speaker 1: can you be intelligent? By making one catastrophic negligent or
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  Speaker 1: reckless endangerment decision after the other. How can you be
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  Speaker 1: of power and be that intelligent and incapable of solving
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  Speaker 1: humanity's problems? How can we be intelligent in creating negative causalities?
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  Speaker 1: How do you build a society that disadvantages the children
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  Speaker 1: of the future? How do you create artificial intelligences that
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  Speaker 1: kneecaps a younger generation of the future. How do you
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  Speaker 1: optimize personalized negative causality systems to benefit yourself at the
• 18:10
  Speaker 1: expense of the long-term Security and safety of humanity. Why
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  Speaker 1: must it be now? That we must do everything to
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  Speaker 1: make it now. Why not for the long term? Why
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  Speaker 1: not for the future of the future of things? Why
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  Speaker 1: not for the future of the younger generations? The schools
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  Speaker 1: of today are quick to divide little children in camps,
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  Speaker 1: either left or right. Kids are not taught what they're
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  Speaker 1: supposed to know, what their mind's supposed to know. They're
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  Speaker 1: taught what political agendas or societal culturalizations impose on their
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  Speaker 1: children or impose on those children. The greatest thing you
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  Speaker 1: can give a child is thought. The power to think freely.
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  Speaker 1: A power of logical, critical thinking. That power of creative imagination,
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  Speaker 1: positive creative imagination. That power of connective intelligences. That power
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  Speaker 1: of causality intelligences. Of conducive sustainability intelligences. That power to
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  Speaker 1: nurture or to initiate, to replicate, and exponentiate good. Good
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  Speaker 1: is that which is made of positive causality, exponentiation. The
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  Speaker 1: power to think, to seek to know, how the human
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  Speaker 1: being in itself is connected to the universe, the planetary system,
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  Speaker 1: or the cosmos, to the multiversality of things. How that
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  Speaker 1: connects to the human mind, the body and the soul,
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  Speaker 1: and the ecosystem. That synergy, that evolution of the mind,
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  Speaker 1: body and soul, that thing to seek the purposeness of being,
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  Speaker 1: had to be of positive indelibility contribution. How to live
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  Speaker 1: a life of meaning, of wisdom, of deepness, of understanding,
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  Speaker 1: of inner, internal peace. How to reconcile the inner self
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  Speaker 1: and the outer self and the beyond. School should be
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  Speaker 1: the lighthouse to the future The purpose of education is
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  Speaker 1: to enlighten and open the mind and let that mind
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  Speaker 1: think for itself and imagine new positive novelties or new
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  Speaker 1: positive creations and innovations and designs to create new positive things,
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  Speaker 1: to build new systems, new intelligent systems, to create a
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  Speaker 1: better world, not a world of conflict and war, and
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  Speaker 1: destructions and killings. Not the invention of negative causalities or
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  Speaker 1: negative causality destructions. Not to corrupt the minds of the
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  Speaker 1: young with toxic consumptions. A choice is there that all
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  Speaker 1: of us are here to teach the young to think,
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  Speaker 1: to doubt, and ask questions. Philosopher Prince. Air Intelligence's Philosopher
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  Speaker 1: Prince is resolved from the great city of Las Vegas,
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  Speaker 1: September 6th, 2026.