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Lee Smolin: I used to think that my job as a physicist was this kind of mystical transcendent undertaking to transcend the daily reality and experience of the world and discover this timeless representation of the world where the truth really was.
Rote knowledge is worth less and less than it was before. And so we need an education system that challenges students at all levels, particularly as they get a little older to think about problem solving skills, to be able to be broader in their base of education.
The best argument for teaching poetry is to put a three-year-old or a four-year-old and read Dr. Seuss, or Robert Louis Stevenson, and to feel how the child and you are engaging in something that’s really basic to the animal, which is passing on in these rhythmic ways, something that came from somewhere. 
We haven’t fundamentally made work something different than it is, but we’ve really got people to rethink how they’re doing the work itself. 
What they’re able to identify by datafing text is that references to the one painter Marc Chagall, in the German language, went dark between 1933 and 1945.  He was Jewish.   The world leaves a trace.  And the trace is data.