I was taught that if you're going to study something, you must understand it deeply and be familiar with primary sources. But if you write a history of the whole world, you can't do this. That's the trade-off.
Interpretation
To study a subject thoroughly requires deep understanding, but writing on a broad topic like world history limits that depth.
Yuval Noah Harari highlights a fundamental dilemma in the pursuit of knowledge: while in-depth study of a subject is essential for true understanding, attempting to cover a vast topic, such as the entire history of the world, necessitates a more general approach. This trade-off between depth and breadth is a recurring challenge in education and scholarship, where the comprehensiveness of information can sometimes dilute the richness of individual insights.
In practice
In a lecture about the challenges of studying world history, this quote serves as a poignant reminder of the limitations of breadth versus depth.
We control the world basically because we are the only animals that can cooperate flexibly in very large numbers. And if you examine any large-scale human cooperation, you will always find that it is based on some fiction like the nation, like money, like human rights.
I titled the book 'Homo Deus' because we really are becoming gods in the most literal sense possible. We are acquiring abilities that have always been thought to be divine abilities - in particular, the ability to create life. And we can do with that whatever we want.
The notion of superhumans is using bioengineering and artificial intelligence to upgrade human abilities. If they use the power to change themselves, to change their own minds, their own desires, then we have no idea what they will want to do.
Techno-humanism aims to amplify the power of humans, creating cyborgs and connecting humans to computers, but it still sees human interests and desires as the highest authority in the universe.
The most important question in 21st-century economics may well be, 'What should we do with all the superfluous people, once we have highly intelligent non-conscious algorithms that can do almost everything better than humans?'
Take Google Maps or Waze. On the one hand, they amplify human ability - you are able to reach your destination faster and more easily. But at the same time, you are shifting the authority to the algorithm and losing your ability to find your own way.
A child is an eager observer and is particularly attracted by the actions of the adults and wants to imitate them. In this regard an adult can have a kind of mission. He can be an inspiration for the child's actions, a kind of open book wherein a child can learn how to direct his own movements. But an adult, if he is to afford proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.
I learned to write fiction the way I learned to read fiction - by skipping the parts that bored me.
The outside world told black kids when I was growing up that we weren't worth anything. But our parents said it wasn't so, and our churches and our schoolteachers said it wasn't so. They believed in us, and we, therefore, believed in ourselves.
Schooling is what happens inside the wall of the school, some of which is educational. Education happens everywhere, and it happens from the moment a child is born-some say before-until it dies.
A proclivity for science is embedded deeply within us, in all times, places, and cultures. It has been the means for our survival. It is our birthright. When, through indifference, inattention, incompetence, or fear of skepticism, we discourage children from science, we are disenfranchisin g them, taking from them the tools needed to manage their future.
The library is the temple of learning, and learning has liberated more people than all the wars in history.
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