When I attended the University of Washington, we had to learn the old-fashioned way—by studying. Now they are anticipating downloading information directly into students’ brains.
Literal brain dumps are actually still in the future . . . but researchers have documented the first indisputable brain-to-brain interface between humans!
My first paragraph is not an exaggeration of what researchers think may one day happen.
The project could also eventually lead to “brain tutoring,” in which knowledge is transferred directly from the brain of a teacher to a student.
The student would view this shortcut as advantageous. (It could also save a great deal in tuition expenses, if each course only took, say, an hour or two of brain interfacing.)
The university sees another advantage—circumventing limited teaching skills.
“Imagine someone who’s a brilliant scientist but not a brilliant teacher. Complex knowledge is hard to explain – we’re limited by language,” said co-author Chantel Prat, a faculty member at the Institute for Learning & Brain Sciences and a UW assistant professor of psychology.
My main question is, what will the teacher do, once their knowledge has been transferred to a student?
Presumably they will be able to retain a semblance of their knowledge, unlike the experience of the unfortunate Orbanians. They rely on a nanite technology, and it leaves the brilliant brain in a childlike state after the knowledge is siphoned out of it. You can learn more about them in “Learning Curve,” a documentary about the Stargate project.
C.S. Lewis had a great deal to say about education. He was a popular professor, despite the fact many of his students were intimidated by his brilliance. It is possible that if his students were able to download his knowledge, it might have caused their crania to explode.
In one essay, Lewis explains the differences between education and training, declaring “If education is beaten by training, civilization dies.” (“Our English Syllabus”).
Lewis continues, arguing that learning itself, is something distinct. It is not marked by a transfer of knowledge, but by a hunger to grow.
Now learning, considered in itself, has, on my view, no connexion at all with education. It is an activity for . . . all [who] desire to know. . . .
Societies have usually held a belief . . . that knowledge is the natural food of the human mind: that those who specially pursue it are being specially human; and that their activity is good in itself besides being always honourable and sometimes useful to the whole society.
Oh, and if you are waiting to “learn” when they can download knowledge directly into your skull, consider this wise advice from Lewis.
The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavourable. (“Learning in Wartime”).
The picture above shows two UW guinea pigs transferring brain waves to one another. (I am uncertain whether two-way transfer is already possible, or if one brain is forced to serve in a receptacle role.)
The article announcing the results can be seen here.