32 – #SHARP

Two people meet. They do not know each other, but thrown together – perhaps in a taxi, or sitting next to each other on a long flight – they break an uncomfortable silence with conversation. Too hot or too cold, too wet or too dry – everyone always starts with the weather, climate being the one thing we all share in common.

Somewhere during this conversation something else comes up – a mention of a child, a visit to a faraway land, or a favored pastime, immediately seized upon as broader common ground, a platform for further conversation. This exploration of what each knows begins with a series of confirmations of knowledge shared (we both know these things) but as conversation deepens it sharpens, reassurance transforming into exploration: what do you know? What can you teach me? What can I share with you that will surprise, delight or amaze you?

Under the right conditions, all of this can happen in a minute or less. We are spectacularly good at detecting and zooming in on the things that unite us (and, unfortunately, those that divide us), prepared to go deep in order to display our own prowess (thereby gaining in social standing), and equally prepared to become the student, when we stumble upon a true master.

A behavior this immediate and casual forms a template we repeat throughout every corner of our lives. All of our relations have this quality of discovery, where we assume one of three postures: master; student; or exploring together. Where several people come together to share, we will assume all of these roles simultaneously, teaching some, learning from others, and joining in open-ended endeavors.

From tribe to megalopolis, every grouping of humanity has seen us mix and match ourselves into these human networks of sharing. The antecedents of our schools, we have always come together in numbers to learn from one another, to teach one another, and to delve into the unknown. Most of our relations can be characterized in these terms: elders teaching the young; young learning from the experience of the old; lovers and friends striking out together on life’s great journey.

This, more than anything else, might be humanity’s defining quality. A recent study compared young chimpanzees with human toddlers on a range of intelligence tests. The humans blew past the chimpanzees because they learned from one another, teaching one another, pooling their knowledge to solve the tasks set before them. Chimpanzees, although very much as bright as those toddlers, did not share what they knew, and so had to re-invent the solution, every single time.

We share, and so take the shortcut, leveraging all previous experience into the present moment, sharpening the blunt instrument of our intelligence against the whetstone of learning. For time beyond measure, human culture has been so rich that we need to become learned in its ways, and we sustain this complexity only because we have developed effective techniques to cram all of it into the heads of the young. If we learned nothing from one another, we would still be arboreal foragers in the Rift Valley of East Africa, like our chimpanzee cousins.

Instead, we have schools, where we gather together in formally acknowledged roles of student and master, codifications of relations that existed informally but pervasively within the tribe. Yet the previous patterns persist, innate, immediate, and natural. In or out of school, we can not help but learn, nor can we stop ourselves from teaching.

Schools have always required the proximity of the city, students gathering together with masters in the Academy. In the tribe we were all together all the time, always available for any moment when knowledge could be shared. In our new-found hyperconnectivity we have recovered that moment, amplified with all of the tools and techniques of ten thousand years of school. We are always available to learn or to teach, but now we can learn from four and a half billion, and be taught by any of them, freely associating ourselves in common pursuit.

We share and thereby ‘find the others’ who share our passions and our pursuits, associating with them online and in the flesh, forming communities of ‘gurus’ and ‘n00bs’, each with a role to play. The student must sit at the feet of the master and learn. If they refuse to endure the necessary rites of passage, they will be heckled and ridiculed and excluded until they accept their place within the hierarchy of relations which characterizes all such groups.

Prized to the degree they choose to commit to the teaching of those less advanced, the teacher must balance teaching with learning, lest they fall behind in their own expertise, losing their place of prominence within that hierarchy of relations. Withdraw too completely and be considered selfish; give too willingly and lose one’s position. Those who can must do and teach.

The number of peers-in-expertise decreases as one approaches the pinnacle of craft. The more expert one becomes, the greater the pressure to demonstrate that expertise. These demands slow forward progress, and where nearly everyone is less expert, those demands become onerous. The most expert withdraw behind a cloud of mystery, and a guild materializes, a barrier between initiates and the hoi polloi.

A thousand years ago, that withdrawal would have kept knowledge hidden away, locked securely within a community of experts, but that withholding – a form of censorship – can not be sustained in the age of omniscience. Experts can remove themselves, but they can not remove their expertise. You can no longer take your toys and go home. Even where someone stops playing the game, the game goes on.

With a constant pressure from beneath to improve, there is no escape into expertise, only an increasing acceleration into greater expertise. Association becomes the only way to maintain expertise; there’s simply too much for any one mind to absorb. Communities spontaneously differentiate, relying upon individuals to be reservoirs of particular expertise within a greater body of expertise, knowing that all can be called upon as required, providing collective capacities far greater than any of its individuals.

This book is a shared pursuit – not just of the two co-authors, but of all readers interested in the topics explored in these hundred chapters. For this reason, we are now making public all of our research links – collected over the last 12 months – so we can more broadly learn from one another, and explore this collective sharpening of our minds.


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