Brain Pickings

Posts Tagged ‘interview’

12 JUNE, 2012

Christoph Niemann: Insecurity Is Essential to Great Design

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Inside the mind of one of today’s finest visual communicators.

Christoph NiemannLEGO-lover, dispenser of irreverent wisdom on creativity, author of the excellent Abstract City and That’s How! — is one of my favorite illustrators. In this short video from Gestalten, Niemann discusses his philosophy on design, the state of visual language today, his creative process, his adorable non-neuroses, and more.

A certain amount of insecurity is a very helpful trait for any kind of designer.

Of particular note is Niemann’s point about insecurity, a point we’ve already seen made in other disciplines, from science to cinema.

The video is a teaser for Gestalten’s Data Flow 2, a fine complement to their fantastic Visual Storytelling.

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07 JUNE, 2012

Ray Bradbury on Space, Education, and Our Obligation to Future Generations: A Rare 2003 Interview

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“Anything that puts a sense of the miraculous in you… Anything that makes you feel alive is good.”

After this morning’s remembrance of Ray Bradbury through 11 of his most memorable quotes, here comes a rare archival gem: On August 22, 2003, SCVTV news man Leon Worden conducted a short but wide-ranging interview with the beloved author, in which he discusses such timely subjects as future of space exploration, what’s wrong with the education system, and where technology is taking us, exploring ideas as broad and abstract as the possibility of alien life and as specific and concrete as tackling the 40,000 highway deaths that take place every year.

The interview is now available online, mashed up with images from NASA’s Jet Propulsion Laboratory — highlights below.

In commenting on the cultural impact of mainstream media, Bradbury echoes David Foster Wallace’s lament:

Maybe we can get rid of a lot of lousy TV, I hope. It can look better if we can destroy most bad TV shows and most bad movies, really making more quality movies. And maybe we’ll redo our educational system and begin to teach reading and writing again. We’re not doing it now, and until we do, we’re going to be a stupid race.

But, unlike Wallace, Bradbury doesn’t believe the medium is the problem and instead makes a case for filling it with more substantial messages:

Anything except what’s on there! I watch the Turner Broadcast night after night — the old movies are better, no matter how dumb they are, they’re better what we’re doing now… We have to have more documentaries, more histories of the various countries of the world, more films on the miracles of life under the sea… when you look at the varieties of life that are under the ocean… Anything that puts a sense of the miraculous in you, that we’re living in a very strange element in this time, and we should appreciate the fact that we’re alive. Anything that makes you feel alive is good.

When asked about our obligation is in terms of passing our legacy along to future generations, Bradbury gives an answer that nods to combinatorial creativity and the idea that “you are a mashup of what you let into your life”:

If you don’t read or write, you can’t be educated, you can’t care about anything — you’ve gotta put something in people’s heads so the metaphors bounce around and collide with each other and make new metaphors. That’s the success I’ve had of daring to put different metaphors together, mashing their heads together, saying, ‘Oh my god, I didn’t think of that — how wonderful!’

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16 MAY, 2012

Neil deGrasse Tyson on Why We’re Wired for Science & How Originality Differs in Science vs. Art

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“Every child is a scientist.”

Astrophysicist Neil deGrasse Tyson may well be the Richard Feynman of our day, a “Great Explainer” in his own right, having previously reflected on everything from the urgency of space exploration to the most humbling fact about the universe. In this short video, Tyson contributes a beautiful addition to this omnibus of notable definitions of science and explores subjects as diverse as the nature of originality and the future of artificial intelligence.

Watch and take notes.

I can’t think of any more human activity than conducting science experiments. Think about it — what do kids do? … They’re turning over rocks, they’re plucking petals off a rose — they’re exploring their environment through experimentation. That’s what we do as human beings, and we do that more thoroughly and better than any other species on Earth that we have yet encountered… We explore our environment more than we are compelled to utter poetry when we’re toddlers — we start doing that later. Before that happens, every child is a scientist. And so when I think of science, I think of a truly human activity — something fundamental to our DNA, something that drives curiosity.

One particularly interesting line of thought examines the difference between originality in science and originality in art — a refreshing complement to last week’s tangential musings on the subject by Mark Twain and Henry Miller.

If I discover a scientific idea, surely someone else would’ve discovered the same idea had I not done so. Whereas, look at Van Gogh’s “Starry Night” — if he didn’t paint “Starry Night,” nobody’s gonna paint “Starry Night.” So, in that regard, the arts are more individual to the creative person than a scientific idea is to the one who comes up with it — but, nonetheless, they are both human activities.

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