Is TED Dead? Should it be?

Approximate Reading Time: 6 minutes

Against TED – The New Inquiry. (By

It’s curious that this should pop up now. The article is not new (Feb. 2012) but it crosses my path just when I was beginning to think that TED talks are becoming too shiny; too much inspirational preacher talk and not enough things we could really do to make things better.

It’s gratifying to know that, once again, it’s not just me.

TED has become elitist (less about smart people than about the “right” people), exclusionary, corporate, and superficial.

A shame.

Here is the entire text of the blog, reposted (Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.)

After looking back over my previous posts and noticing how many of the articles I cite or discuss are now simply gone, I’ve decided to include the entire article when I discuss one. At least that way, I will be able to look back and re-read the article when I want.

When did TED lose its edge? When did TED stop trying to collect smart people and instead collect people trying to be smart?

Started as a one-off conference nearly 30 years ago, the TED (“Technology, Entertainment and Design”) phenomenon has grown to two large annual events and many smaller regional TEDx events, focusing mostly but not exclusively on technology. TED has posted more than 1,100 videos of the talks online. By my count, 89 of them have achieved more than one million views. Indeed, TED has gained an almost cultish following, where the topics addressed become the water-cooler topics for knowledge workers and the creative class. Remember how the Steve Jobs talk about how to live was topic of conversation the day after he died.

What began as something spontaneous and unique has today become a parody of itself. What was exceptional and emergent in the realm of ideas has been bottled, packaged, and sold back to us over and over again. The whole TED vibe has come to resemble a sales pitch.

It’s tempting to dismiss the “Web 3.0!” “Wave of the future!” atmosphere around TED as simply a humorous, contrived grasp at trying too hard to sound like the next big thing. But it’s not so easy to laugh it away when we remember that the words chosen, the manner of discourse, and even the design of the events all have political implications. TED’s popularity means that it plays an important role in how we understand the link between technology and society, and the corporate, evangelical, noninclusive, and ultimately out-of-touch vision it promotes needs to be replaced.

The underlying idea behind TED sounds great: Get smart people to articulate good ideas in a way that is concise and entertaining. The talks are short, usually around 16 minutes, allowing for the basic idea to be conveyed without requiring much of an investment from the audience. To be fair, there continue to be some enjoyable talks. Eli Pariser’s 2011 “filter bubbles” talk is important, and I especially enjoy playwright Eve Ensler’s 2005 and 2009 talks.

TED has already faced some criticism over the outrageously high cost of attending its events or the exclusion of voices from outside Silicon Valley, but to its credit, the conference has made the talks free to stream online and easy to share through apps, and the multitude of smaller events means access has become less of an issue. Some have also criticized TED for being “style over substance,” as if these could easily be separated. Style is substance; that design influences knowledge and meaning is obvious. And the format of simplifying ideas so they fit into a 16-minute presentation is not inherently problematic: I think we should appreciate ideas across a multitude of modes, be they tweet, blog or book; short talk or long film; street art or graphic design.

Instead, my critique has to do with TED’s epistemic style — that is, what counts as knowledge and how that knowledge is disseminated. TED is not simply “engaging” and “entertaining” but a specific type of entertainment that is increasingly out of touch and exclusionary.

I admit I’ve never been motivated or wealthy enough to endure a TED event in person, but I do pay attention to the videos posted online and how they come to be shared through the social Web. And it appears that the whole TED brand induces laughter from many of those skeptical of corporate speak and techno-jargon. At first, I thought I was laughing alone; however, it turns out that lots of other people are equally unimpressed by the current state of TED. From the feedback I’ve received, I’m not the only one who does not take TED very seriously or worse, views the whole project as suspect. I asked on Twitter if others felt this way, and the response was overwhelming, especially considering my modest number of followers. Here is a Storify of just 50 responses I received in the few hours after posing the question.

Perhaps the biggest complaint I heard was that TED smells of corporatism. With the Facebook IPO around the corner, we are all well aware of the big venture-capital sums floating around Silicon Valley (the new Wall Street?). What’s infuriating is how Silicon Valley capitalism consistently attempts to sell itself as outside or even above corporatism. In announcing Facebook’s IPO, Mark Zuckerberg, whose company has consistently violated user privacy in the name of profit, stated that “we don’t build services to make money.” He actually said that.

Fey & Braunig Drug Salesman, circa 1900, DeGolyer LibraryFewer and fewer people are falling for this. And they have begun to realize TED events raise similar corporate-speak red flags as well. Yes, people want new and entertaining ideas but feel alienated by the branding and packaging reminiscent of the corporate Silicon Valley establishment. “Consumers” are savvy, and they know when they are being sold to. So many of the TED talks take on the form of those famous patent medicine tonic cure-all pitches of previous centuries, as though they must convince you not through the content of what’s being said but through the hyper-engaging style of the delivery. Each new “big idea” to “inspire the world” and “change everything” pitched from the TED stage reminds me of the swamp root and snake oil liniment being sold from a wagon a hundred years past. As Mike Bulajewski pointed out in a Tweet, “TED’s ‘revolutionary ideas’ mask capitalism as usual, giving it a narrative of progress and change.”

TED attempts to present itself as fresh, cutting edge, and outside the box but often fails to deliver. It’s become the Urban Outfitters of the ideas world, finding “cool” concepts suitable for being packaged and sold to the masses, thereby extinguishing the “cool” in the process. Cutting-edge ideas not carrying the Apple-esque branding are difficult to find.

At TED, “everyone is Steve Jobs” and every idea is treated like an iPad. The conferences have come to resemble religious meetings and the TED talks techno-spiritual sermons, pushing an evangelical, cultish attitude toward “the new ideas that will change the world.” Everything becomes “magical” and “inspirational.” In just the top-ten most-viewed TED talks, we get the messages of “inspiration,” “astonishment,” “insight,” “mathmagic” and the “thrilling potential of SixthSense technology”! The ideas most popular are those that pander to a metaphysical, magical portrayal of the role of technology in the world.

The way TED talks fuse sales-pitch slickness with evangelical intensity leads to perhaps the most damming argument against the TED epistemology: It necessarily leaves out other groups and other ways of knowing and presenting ideas. As Paul Currion tweeted, TED seems “unaware of its own ideological bias.” Let’s take one example. Take a wild guess which gender is massively over-represented as TED speakers (answer, via Tom Slee @whimsley). And TEDxWomen stinks of tokenism. Hint: It is better to be more inclusive through and through than to segregate marginalized groups into their own token corners. But the TED style aligns much more easily to articulating ideas that sell than ideas that concern power, domination, and social inequalities. Real cutting-edge ideas also come from the margins. TED’s corporate-establishment voice and style aren’t without their uses, but they are certainly not innovative or cutting edge.

As problematic as TED is in itself, its popularity is more troublesome, coming to dominate the social conversation about what new technologies mean. Not that TED should be barred a role in the conversation. Because of the conference, some complex ideas get wider exposure than they otherwise would (as Atlantic editor Alexis Madrigal pointed out in a Tweet). But TED and the larger TED-like world of Silicon Valley corporatism have far too much importance, as Evgeny Morozov points out when criticizing the “Internet guru.”

There are consequences to having this style of discourse dominate how technology’s role in society is understood. Where are the voices critical of corporatism? Where is there space to reach larger publics without having to take on the role of a salesperson, preacher, or self-help guru? Academics, for instance, have largely surrendered the ground of mainstream conversations about technology to business folks in the TED atmosphere.

Can a new wave of technology thinkers produce a fresh outlet for smart ideas not (yet) co-opted as badly as TED? If so, it won’t come from the well-financed centers of Silicon Valley but from the margins, the actual cutting edge.

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What it Means to be Truly Educated

Approximate Reading Time: 4 minutes

This is an older article posted on FB by Ian Bogost.

He’s right. It is worth the read. It gives a very good account of what is happening to teachers in the US. Some of that inevitably spills over here too.

The paragraphs below particularly caught my attention:

“Not only have the reformers removed poverty as a factor, they’ve removed students’ aptitude and motivation as factors,” said this teacher, who is in a teachers union. “They seem to believe that students are something like plants where you just add water and place them in the sun of your teaching and everything blooms. This is a fantasy that insults both student and teacher. The reformers have come up with a variety of insidious schemes pushed as steps to professionalize the profession of teaching. As they are all businessmen who know nothing of the field, it goes without saying that you do not do this by giving teachers autonomy and respect. They use merit pay in which teachers whose students do well on bubble tests will receive more money and teachers whose students do not do so well on bubble tests will receive less money. Of course, the only way this could conceivably be fair is to have an identical group of students in each class—an impossibility. The real purposes of merit pay are to divide teachers against themselves as they scramble for the brighter and more motivated students and to further institutionalize the idiot notion of standardized tests. There is a certain diabolical intelligence at work in both of these.”

“If the Bloomberg administration can be said to have succeeded in anything,” he said, “they have succeeded in turning schools into stress factories where teachers are running around wondering if it’s possible to please their principals and if their school will be open a year from now, if their union will still be there to offer some kind of protection, if they will still have jobs next year. This is not how you run a school system. It’s how you destroy one. The reformers and their friends in the media have created a Manichean world of bad teachers and effective teachers. In this alternative universe there are no other factors. Or, all other factors—poverty, depraved parents, mental illness and malnutrition—are all excuses of the Bad Teacher that can be overcome by hard work and the Effective Teacher.”

The truly educated become conscious. They become self-aware. They do not lie to themselves. They do not pretend that fraud is moral or that corporate greed is good. They do not claim that the demands of the marketplace can morally justify the hunger of children or denial of medical care to the sick. They do not throw 6 million families from their homes as the cost of doing business. Thought is a dialogue with one’s inner self. Those who think ask questions, questions those in authority do not want asked. They remember who we are, where we come from and where we should go. They remain eternally skeptical and distrustful of power. And they know that this moral independence is the only protection from the radical evil that results from collective unconsciousness. The capacity to think is the only bulwark against any centralized authority that seeks to impose mindless obedience. There is a huge difference, as Socrates understood, between teaching people what to think and teaching them how to think. Those who are endowed with a moral conscience refuse to commit crimes, even those sanctioned by the corporate state, because they do not in the end want to live with criminals—themselves.

“It is better to be at odds with the whole world than, being one, to be at odds with myself,” Socrates said.

Those who can ask the right questions are armed with the capacity to make a moral choice, to defend the good in the face of outside pressure. And this is why the philosopher Immanuel Kant puts the duties we have to ourselves before the duties we have to others. The standard for Kant is not the biblical idea of self-love—love thy neighbor as thyself, do unto others as you would have them do unto you—but self-respect. What brings us meaning and worth as human beings is our ability to stand up and pit ourselves against injustice and the vast, moral indifference of the universe. Once justice perishes, as Kant knew, life loses all meaning. Those who meekly obey laws and rules imposed from the outside—including religious laws—are not moral human beings. The fulfillment of an imposed law is morally neutral. The truly educated make their own wills serve the higher call of justice, empathy and reason. Socrates made the same argument when he said it is better to suffer wrong than to do wrong.

“The greatest evil perpetrated,” Hannah Arendt wrote, “is the evil committed by nobodies, that is, by human beings who refuse to be persons.”

As Arendt pointed out, we must trust only those who have this self-awareness. This self-awareness comes only through consciousness. It comes with the ability to look at a crime being committed and say “I can’t.” We must fear, Arendt warned, those whose moral system is built around the flimsy structure of blind obedience. We must fear those who cannot think. Unconscious civilizations become totalitarian wastelands.

“The greatest evildoers are those who don’t remember because they have never given thought to the matter, and, without remembrance, nothing can hold them back,” Arendt writes. “For human beings, thinking of past matters means moving in the dimension of depth, striking roots and thus stabilizing themselves, so as not to be swept away by whatever may occur—the Zeitgeist or History or simple temptation. The greatest evil is not radical, it has no roots, and because it has no roots it has no limitations, it can go to unthinkable extremes and sweep over the whole world.”

via Why the United States Is Destroying Its Education System | Common Dreams.

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Where I’ve Been (weekly: June 24-30)

Approximate Reading Time: 2 minutes

~ A record of places on the web I want to remember ~

25 Jun 12

Technology – Bill Davidow – What Happened to Silicon Values? – The Atlantic

Apple controls our virtual landscape, bounded by iTunes to the north, the iPhone to the south, the iPad to the east, and the iPod to the west, giving it increasing power to deprive customers of choice. It exercises that power aggressively. Google appears to have a culture that condones shamelessly violating consumer privacy. How else can you explain a company that bypasses Apple’s iPhone privacy settings in a reported attempt to strengthen advertising revenues?

It is hard to believe that Dave Packard or Andy Grove would ever tell a group of entrepreneurs that he did “every horrible thing in the book to just get revenues right away,” or brag to trade publications that his company used behavioral psychologists to design “compulsion loops” into products to keep customers engaged. But Mark Pincus, the founder of Internet gaming giant Zynga, has done just that.

When corporate leaders pursue wealth in the winner-take-all Internet environment, companies dance on the edge of acceptable behavior. If they don’t take it to the limit, a competitor will. That competitor will become the dominant supplier — one monopoly will replace another. And when you engage in these activities you get a different set of Valley values: the values of customer exploitation.


24 Jun 12

‘Active’ Video Games Don’t Make Youths More Active – NYTimes.com

But exergames turn out to be much digital ado about nothing, at least as far as measurable health benefits for children. “Active” video games distributed to homes with children do not produce the increase in physical activity that naïve parents (like me) expected. That’s according to a study undertaken by the Children’s Nutrition Research Center at Baylor College of Medicine in Houston, and published early this year in Pediatrics, the official journal of the American Academy of Pediatrics.


23 Jun 12

Are You Using Gaming for Learning? – Chief Learning Officer, Solutions for Enterprise Productivity

Games are ubiquitous online, and they’re not just for kids. With the right mechanics and strategy they can significantly increase learning engagement and retention for adults.

According to Xerox research, consumers see about 3,000 media messages a day, pay attention to 52 and only remember four. With those stats, odds are slim that learning messages will make it to the employee’s final four. For this reason, many learning organizations are embracing gaming as a way to break through the clutter.

Gaming is prevalent online, and elements of it can increase the likelihood that learning will be effective when paired with adult learning principles and gamification research.

An April 2011 press release from technology research organization Gartner said half of all organizations that manage innovation processes will gamify them by 2015. In 2010, Scientific American reported in its article “Innovations for a Bright Future: Better Living through Gaming” that gaming is one of 10 world-changing ideas. In 2009, Tom Chatfield of The Observer reported that games outperformed Hollywood movies as the primary source of global entertainment. Essentially, gaming is here to stay, and it has implications for the workplace.

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New Rule: I am NOT Going to Apologize for Crying.

Approximate Reading Time: 2 minutes

WHAT?

Where did that come from?

I’m getting resource material together for a class I’m teaching on Digital Game Based Learning that starts next week. As long as I’ve been keeping this blog, some of the posts I’ve done have been things I would say in a class if I were teaching a class on this subject.

What’s that got to do with crying?

I’ve been reading through my past posts to find the ones that are a good fit for this class. In the process I’ve also come across the posts I made just after my brother and my mother died. They both died last year – less than four months apart. It’s been a really hard year.

I mean REALLY.

Renate Bischof (my mom)
May 29, 1932 – May 10, 2011

It’s only been in the last few weeks that I could look at pictures of either of them without starting to bawl. But I can now. I have pictures of both of them right where I can look at them while I type. My mom’s pictures are on the shelf right above my monitor. I look at them dozens of times a day. 90% of the time they give me comfort. BUT 10% of the time I can feel that thing we feel just before we start to cry – you know – almost like a sneeze coming on.

I got the same feeling reading through the posts from the times that they died.

Throughout the last 18 months I’ve felt compelled to apologize each time I start to cry because of my grief. I fight that ‘about-to-start-crying’ feeling every time. Sometimes I even  avoid talking to people I care about because I just KNOW that those feelings will surface and it will be all I can do to NOT cry.

Well, I’m done with that.

If I am brought to tears because I am still sad that I have lost my entire immediate family, so be it.

Michael Becker (my brother)
Nov. 26, 1954 – Jan 16, 2011

If you don’t like it – tough.

If it makes you uncomfortable, that is no longer my problem.

Until my brother and mom died, I had no idea what to do or say either (for all those people who told me about someone they lost and who got nothing more than the traditional, socially acceptable “I’m sorry.” from me, I’m REALLY sorry. I had no idea what you were going through.) Admitting you have no frame of reference is far better than pretending something false.

 

Just to round things off – here’s a picture of my dad. He died when I was a kid (he committed suicide).

I miss them all.

Every day.

Klaus Becker (my dad)
April 6, 1923 – Oct. 18, 1971

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Gamification: Are Badges and Points Enough? Will Monetary Rewards Fix It?

Approximate Reading Time: 2 minutes

Badges, points, and leaderboards: Is Gamification good or bad?

The short answer is: YES.

Part of the problem is that some people who are jumping on the gamification bandwagon don’t actually know much about games.
Like a great many other fads, gamification is viewed by some as a panacea – a simple fix that can be slapped over a broken system to give the appearance of having done something.

Children are not fooled by edu-games when they turn out to be the same old worksheets wrapped in a game (see my Decorative Media Principle), and your employees will not be fooled by a veneer of gamification.

 

Badges, points, and leaderboards are no different from “Employee of the Month”, if they are not representative of something real and worthwhile – worthwhile in the eyes of the ‘players’. In the end, it doesn’t matter what anyone else thinks of them. It especially doesn’t matter what management says about them, if they are not tied to something real.

Is money real enough? Well, it’s certainly something tied to the real world, but while it is a common belief (especially in America) that monetary rewards motivate employees, there is plenty of evidence that if you have a reasonable salary, monetary rewards are not especially motivating. Rewards that DO motivate should involve these things (purpose, autonomy, opportunities to demonstrate mastery).

Also, leaderboards, like Employee of the Month awards ultimatly serve to pit co-workers against each other in competition. While everyone may want to be named (EoM), one can only win if everyone else loses, and that’s not good if you want people to really be a team.

Gamification can be useful framework, but your organizational structure has to actually match those aspects of gaming that make good games work. Much of the truly useful aspects of gamification aren’t actually new – individualized learning, clear and measurable objectives, choice, the ability to keep at something until you get it right,…. these are all worthwhile elements of games that can be used effectively in many other contexts. What gamification gives us is a sexy new veneer for a collection of useful approaches to organization, teamwork, and learning.

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The End-User View of Technology – Not Good Enough

Approximate Reading Time: 2 minutes

Sadly, this is the POV (point of view = perspective) that most teachers have. I don’t blame them – it’s not really their fault.

On the other hand, the professors who teach them should know better. Them I do blame. They’re the ones who decide what you need to know to become a teacher.

My experience has been that majority of Education Academics don’t know very much about tech. Even those in the field of Educational Technology don’t usually have a sufficient grasp of the technology in which they claim expertise to be considered anything more than end-users. Most of them can’t program. Many of them can’t create anything without the help of some wysiwyg tool. They’ve convinced themselves that they don’t need to know this. I think they’re wrong. I’m not the only one.

Programming should be a fundamental competency if you are involved in tech. Educational Technologists are designers who use tech, so they need to know key concepts of computational architecture. This is learned by learning to program.

I did my degrees in CS before software engineering became a popular term. Along with electronics and logic, we learned systems analysis. I learned a great many details about various computers, operating systems, and programming languages – most of which no longer exist. The details of the languages and operating systems are now only of historical interest, but the fundamental concepts I learned as a result of learning all these languages and systems remain as useful today as they were 30 years ago.

Those are the things that are important to learn – not how to use Facebook, or Moodle, or ScoopIt!. These things are merely tools for achieving some goal.

Suppose we wanted to understand cars: how to use them most effectively, and what they are capable of.
Would it be enough to learn about wrenches? Hardly.
What about learning to drive? Essential, but insufficient.

You need to know how the engine works. You need to understand about the suspension, steering, and braking systems.

Only THEN do you have sufficient knowledge to comprehend what this vehicle is capable of and how you can use it to get what you want out of it.

If we look at technology from the user end alone, it is indeed a dizzying and fast changing field. It seems almost impossible to keep up.

If, on the other hand, we look at technology as a set of tools for doing something else, it starts to take on a manageable form.

You need to learn to program.

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A New Definition for STEM?

Approximate Reading Time: 2 minutes

There’s a discussion going on on on of the LinkedIn forums. Someone is trying to come up with a definition for STEM. Here’s the draft:

STEM Education Defined: STEM Education is the integration of the interdependent educational disciplines of Science, Technology, Engineering, and Math; with the aim of optimizing student learning relevancy for both college and career readiness.

It seems to me this is related to my last post about the tendency Educators have to obfuscate perfectly straight-forward terminology for…. well, I’m still not sure exactly why. Becuase it’s cool?

Here’s my response:
What’s wrong with defining STEM as simply:

The combined disciplines of Science, Technology, Engineering and Math?

Why is a new definition needed?

The most useful and enduring terms tend to be the simplest ones.
You’re not going to fix what’s wrong with education in these disciplines by re-defining what they should mean. What needs to be fixed is what and how we teach.

I’ve been a scientist and computer science instructor since 1979. My first two degrees are in Computer Science. I’ve only recently become an ‘official’ educator by earning my terminal degree in Education.

My approach is that of someone who has been living and teaching these disciplines my entire adult life.

Let’s decompose this definition and see where it takes us:

the integration of the interdependent educational disciplines of Science, Technology, Engineering, and Math;

We can probably agree that it is helpful to name the disciplines that make up the acronym, so:

S = Science
T = Technology
E = Engineering
M = Math

OK so far. What about the first part?

integration of the interdependent educational disciplines

They’re not really educational disciplines – they are disciplines in their own right. You can get PhD’s in them. The acronym STEM is often paired with the word Education to produce “STEM Education”.

The integration of things that are interdependent seems redundant to me. In computer science, as in math redundancy is to be eliminated – so we don’t really need that phrase at all. It doesn’t add anything to our understanding of the term STEM.

That leaves us with:

with the aim of optimizing student learning relevancy

That is a worthy aim, but I would think it’s a given in education. Do we ever NOT want to do this? If true, it also adds nothing to the definition (except more words).

for both college and career readiness.

This is also a given. Do we ever NOT want to do this when we are teaching? See above.

That leaves us with:

STEM: The combined disciplines of Science, Technology, Engineering and Math?

The rest should be discussions about the details and the how’s and why’s. Those discussions absolutely need to take place. I think that would be more useful than a new definition for STEM.

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Where I’ve Been (weekly: June 10-16)

Approximate Reading Time: 3 minutes

~ A record of places on the web I want to remember ~

BBC NEWS | Health | Video games ‘can improve vision’

Playing action video games can boost an aspect of adult vision previously thought to be fixed, a US study shows.
Researchers found playing the games improved the ability to notice even very small changes in shades of grey against a uniform background.

“Contrast sensitivity” is important in situations such as driving at night, or in conditions of poor visibility.

The Nature Neuroscience study raises the possibility of using a video game training regime to improve vision.

Contrast sensitivity is often one of the first aspects of vision to be affected by ageing.

There is some evidence that the visual system can learn
John Sloper
Moorfields Eye Hospital

It can also be affected by conditions such as amblyopia, known as “lazy eye”.

Improving contrast sensitivity usually requires physical changes in eye optics, through eye surgery, glasses or contact lenses.

A team from the University of Rochester studied expert video game players playing games involving aiming and shooting at virtual targets.

They found that they had better contrast sensitivity when compared with players who played non-action video games.

13 Jun 12

The PA Report – Banning E3 booth babes isn’t good manners, it’s good business

The first thing I saw at E3 this year was a group of scantily clad ladies giving out energy drinks in front of the Los Angeles convention center. There was another group of female models posing for pictures upon entering the building, and to the right was another pod of “booth babes” giving away T-shirts. Going up the escalators I was greeted by yet another leather-clad group of women pitching a war game. The amount of female flesh on display before you even enter the show floor was impressive, and impossible to miss.

The message it sends is clear: This is a show for men, with advertising, promotions, and booth design aimed at grabbing male eyes. In a time when console makers and major publishers are struggling to connect products with gamers, this is a dangerously short sighted marketing strategy. The issue of booth babes isn’t about being sensitive, it’s about selling to the actual video game market, and not the perceived reality of an all male audience. Video games are a diverse art form, and it’s time for our most important show to reflect that truth.

Study Shows Dogs React to Human Tears – ICTMN.com

Dogs react to a person who is crying whether it is their owner or an unfamiliar person, University of London Department of Psychology researchers found, reported Live Science.

The study, published online May 30 in the journal Animal Cognition, reveals dogs are more likely to approach someone who is crying than someone who is talking or humming. They typically responded to a human’s tears with submissive body language. While their behaviors suggest dogs understand our pain, it’s not proof that they do, researchers noted.

BBC NEWS | Science/Nature | The dog’s eyes have it

Clever canines can do something which not even our closest relative, the chimp, can manage.

Dog, BBC
Thousands of years spent in human company
They can follow the human gaze or a pointing hand, figure out what it is we are looking at and seek out the target.

Dogs have spent thousands of years living with humans so a Hungarian research team set out to investigate whether this cunning ability came from wolves, the genetic ancestors of today’s dogs, or developed during domestication.

 

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