Reflections from the edge of the singularity.
Since its launch in 2007, the Wii has seen several operating systems ported to it: Linux, NetBSD, and most-recently, Windows NT. Today, Mac OS X joins that list.
Source: Porting Mac OS X to the Nintendo Wii | Bryan Keller’s Dev Blog
More impressive infrastructure coming out of China…
The longest outdoor escalator system in the world is now running in Wushan County, China. At nearly 3,000 feet long, it carries pedestrians up 800 feet in elevation—around the height of an 80-story skyscraper.
The system is known as the “Goddess” escalator, and it’s made of 21 individual escalators, 8 elevators, 4 moving walkways and several pedestrian bridges. Riding all of them takes roughly 21 minutes.
“As far as I know, there are no similar projects nationwide, either exceeding or equal to ours, either under construction or already started,” project design lead Huang Wei, an engineer at China Railway Eryuan Engineering Group, tells the Financial Times’ Thomas Hale and Wang Xueqiao. “It’s the first of its kind.”
Giles Turnbull has some thoughts on AI-generated writing:
First of all, I’ll come clean about where I stand, generally speaking: I’m an AI sceptic, especially on using AI for writing. I can see it being useful for other things – but that’s because I’m a writer, right?
I see AI generated text and most of the time, I think it’s rubbish. It’s dull, it’s derivative, it always sounds like a thousand other things I’ve read before. Because the AI has been trained on those thousands of things, all now easy to find on the internet.
But: do I think AI is quite good at making simple software, or basic web tools? Well, yeah, I have tried it for that, and I thought: “Hmm yeah this isn’t too shabby.”
And of course I would think that, wouldn’t I? I don’t know better. I’m not a software engineer.
I have a feeling that everyone likes using AI tools to try doing someone else’s profession. They’re much less keen when someone else uses it for their profession. I fall into the same trap as everyone else. I recognise, and admit to, my own bias.
Yes, using AI to do a job someone else does is fun. Ultimately, generative AI is an efficiency tool. Writing a first draft, especially for students who don’t have a lot of experience, is absolutely something AI can do for you. It will give you structure. It will help you overcome the blank page.
Should you then take up the writing task on your own? Sure. The only way to get better at writing is to write, whether it’s a human or AI.
Write more. Use whatever tools you have to get it done.
Fear not, true believers. We can take our fascination with all things Artemis II on our phones. NASA has made a dozen mobile wallpapers available.
Here are a couple I enjoyed:
Source: Artemis II Mobile Wallpapers – NASA
If these images gave you the itch to look up more often, a decent beginner telescope doesn’t have to cost a fortune. The Celestron NexStar 5SE is what I’d point someone toward — computerized, easy to set up, and will absolutely ruin you for earthly concerns. For something more affordable, the Celestron StarSense Explorer uses your phone to help you find objects and is genuinely magical for beginners.
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
From Larry Cuban..
As students, professionals, and parents, in the 20th and early 21st centuries, I, and most readers, have been the objects of these reforms, their implementers, or simply observers. School reform, then, is not something distant or far removed from our lives. We have experienced school reforms repeatedly.
So, for me, school reforms have been as normal as breathing, eating, walking, reading, and writing posts for this blog.
Source: School Reform Again, Again, and Yet Again | Larry Cuban on School Reform and Classroom Practice
art002e009301 (April 6, 2026) – Captured by the Artemis II crew during their lunar flyby on April 6, 2026, this image shows the Moon fully eclipsing the Sun. From the crew’s perspective, the Moon appears large enough to completely block the Sun, creating nearly 54 minutes of totality and extending the view far beyond what is possible from Earth. We see a glowing halo around the dark lunar disk. The science community is investigating whether this effect is due to the corona, zodiacal light, or a combination of the two. Also visible are stars, typically too faint to see when imaging the Moon, but with the Moon in darkness stars are readily imaged. This unique vantage point provides both a striking visual and a valuable opportunity for astronauts to document their observations during humanity’s return to deep space. The faint glow of the nearside of the Moon is visible in this image, having been illuminated by light reflected off the Earth. Credit: NASA
The pics of a blue Earth are frakkin’ brilliant, but this image taken from the Artemis II is breathtaking. And I still don’t understand how the flat-earthers can see these images and only hold more tightly to their delusions.
Also, I’m examining this pic very closely for signs of the Ark and/or Sentinel Prime…
If this image gave you the itch to look up more often, a decent beginner telescope doesn’t have to cost a fortune. The Celestron NexStar 5SE is what I’d point someone toward — computerized, easy to set up, and will absolutely ruin you for earthly concerns. For something more affordable, the Celestron StarSense Explorer uses your phone to help you find objects and is genuinely magical for beginners.
Source: Artemis II in Eclipse | art002e009301 (April 6, 2026) – Capt… | Flickr
11 track album
Finally got the chance to put this in my ears with the onset of Spring Break. Justin Vernon never ceases to amaze me with his inspired combination of analog and digital music tools. This is tons of fun, gotta pick up the vinyl soon.
(Update: grabbed it on vinyl — if you’re a Justin Vernon fan and don’t have a turntable yet, that’s a hole in your life you should fill. I use this one, and it’s been rock solid.)
Source: VOLUMES: ONE (SELECTIONS FROM MUSIC CONCERTS 2019-2023 BON IVER 6 PIECE BAND) | Bon Iver
China’s Taklamakan Desert was an unforgiving landscape. Was is the operative word, since it isn’t as unforgiving anymore
Source: China Covered the ‘Sea of Death’ in Trees. Here’s What Happened.
I want to tell you about a library in Amsterdam housed in a 17th-century building called the House with the Heads, funded in part by the author of The Da Vinci Code, with a collection that was granted UNESCO Memory of the World status in 2022, and whose digital archive you can browse for free from your couch right now.
The Bibliotheca Philosophica Hermetica — the Ritman Library, now housed at the Embassy of the Free Mind — contains roughly 30,000 titles on Western esotericism, mysticism, alchemy, astrology, Kabbalah, Rosicrucianism, and related traditions. In 2018, after Dan Brown donated €300,000 to fund the digitization project (he’d visited the library multiple times while researching The Lost Symbol and Inferno), the library launched what they called, with genuine wit, Hermetically Open: a free, publicly accessible digital archive of its rarest pre-1900 texts. As of 2025, 2,178 books are fully scanned and available online.
The collection includes the Corpus Hermeticum from 1472, Giordano Bruno’s work from 1584, the first printed visual representation of the Kabbalistic Tree of Life from 1516, alchemical manuscripts with intricate hand-drawn diagrams, and hundreds of texts in Latin, Dutch, German, French, and English that blur every boundary we’ve drawn between science, philosophy, theology, medicine, and magic.
My first thought when I found this collection was: this is exactly what I want students to encounter.
The word does its work on us. “Occult” conjures Halloween aesthetics and conspiracy theories, and it’s easy to dismiss the whole thing as fringe material with no serious application in a classroom.
That reaction, though, says more about our current assumptions about knowledge than it says about these texts.
For several centuries of Western intellectual history, there was no clean dividing line between alchemy and chemistry, between astrology and astronomy, between hermetic philosophy and natural science. Isaac Newton — who gave us calculus, the laws of motion, and the theory of universal gravitation — spent at least as much of his intellectual energy on alchemy and Biblical prophecy as he did on physics. His alchemical manuscripts are available online too, through Cambridge’s digital library. The man who arguably launched the scientific revolution was also, by any contemporary definition, deeply engaged in occult practice.
This isn’t an embarrassing footnote. It’s actually essential context for understanding how scientific knowledge develops — through the messy, often wrong, often ideologically entangled process of humans trying to make sense of the world with the conceptual tools they have available. The Ritman collection is a primary source archive for that story.
As a doctoral student who has spent years reading about how knowledge is constructed, organized, and transmitted, I find this collection genuinely thrilling. These books are where the medieval and the modern collide. They’re where you can see what people got wrong and what they got surprisingly right, often in the same text, often for reasons that have nothing to do with intelligence and everything to do with the conceptual frameworks available to them.
That’s exactly what I want students to sit with.
The collection isn’t neat. It’s multilingual, dense, and built for scholars. That’s part of the point — it’s not pre-digested curriculum content, it’s actual historical material that requires work to interpret. For teachers who believe students should wrestle with primary sources rather than always receiving polished summaries of them, this is a goldmine.
A few ways I’d use this across disciplines:
History and Social Studies — Trace how alchemy became chemistry. Look at how astrology shaped political decisions in early modern Europe. Ask students why the intellectual tradition represented here was systematically excluded from what we now call the history of science, and what that exclusion says about how we decide what counts as legitimate knowledge.
English and Literature — The visual and linguistic strangeness of these texts is remarkable. The archaic spellings, the “long s” that looks like an f, the allegorical imagery, the blend of Latin and vernacular — all of it offers material for close reading and for connecting to the Gothic, Romantic, and magical realist traditions that drew heavily from this well.
Science — Contrast alchemical “recipes” with modern chemical procedures. Examine how flawed models of the cosmos were still generative — the people using them weren’t stupid, they were working at the edge of what was knowable. What does that say about our own current models?
Art and Design — The illuminated manuscripts and alchemical diagrams in this collection are extraordinary visual objects. The symbolic language is dense and codified and genuinely beautiful. There’s serious material here for design history, visual communication, and semiotics.
Philosophy — The Hermetic tradition represents a sustained attempt to synthesize Greek philosophy, early Christian theology, Jewish mysticism, and natural observation into a unified account of reality. That synthesis didn’t work out the way its practitioners hoped. But the attempt itself raises questions about knowledge, interpretation, and the limits of any single framework for understanding the world — questions that don’t go away.
The cross-disciplinary angle is what I find most powerful. One of the things that frustrated me most in my years as an educator before moving into instructional coaching is how thoroughly we’ve siloed knowledge. Students take chemistry, history, and English as separate things, as if the history of chemistry weren’t fascinating, as if the literary history of science didn’t exist. The Ritman collection doesn’t respect those boundaries because it predates our drawing of them.
The collection is free, fully accessible online, and searchable — though the search interface takes some patience. The direct link to the digital catalog is here. I’d recommend starting with the “Digital collection” page, which gives you some orientation before you dive in.
A few things worth knowing:
The collection earned UNESCO Memory of the World status in 2022, a designation UNESCO does not hand out lightly. This is genuinely important cultural heritage, now freely available to anyone with internet access. That’s remarkable.
Dan Brown’s novels that led him to the Ritman Library — The Lost Symbol and Inferno — both draw heavily on the kind of Hermetic and esoteric tradition documented in this collection. If you want a somewhat lurid but surprisingly well-researched tour of the ideas, they’re a decent starting point. Brown is not a subtle writer, but he did his homework.
Related on this site: the AI books post covers how knowledge evolves and what it means to think critically about the tools we use — a thread that runs directly through what this collection makes visible.
Here’s something that should be keeping school leaders up at night: 55% of recent graduates report that their academic programs didn’t prepare them to use generative AI tools in the workforce. Not just use AI well — use it at all. We are preparing students for an economy that is reorganizing itself faster than our curriculum review cycles can keep up with, and most schools are responding with either panic or denial.
The World Economic Forum’s Future of Jobs Report 2025 projects that AI will displace 92 million jobs while creating 170 million new ones — a net gain on paper, but that math only works if the people losing the 92 million jobs can access the 170 million new ones. That transition requires education, retraining, and policy infrastructure that does not currently exist at the scale needed. Young workers in AI-exposed occupations are already experiencing shifts in employment. The college wage premium has flattened. Jobs requiring AI skills now command a 56% wage premium over those that don’t — up from 25% just the year before.
This is not an abstract future problem. It is the context in which our students will graduate.
I don’t write primarily about business or economics — this site is about education, technology, and the ideas that shape both. But understanding how AI is disrupting the economy is part of understanding what we are actually preparing students for. The books below are the ones I’d put in front of any educator or school leader who wants to think more seriously about this.
Suleyman co-founded DeepMind (later acquired by Google) and Inflection AI before becoming CEO of Microsoft AI. He is, in other words, someone who has been building this technology from the ground up and who has had to think carefully about what he was building.
The Coming Wave is his argument that we are facing a genuine inflection point: AI and synthetic biology are advancing faster than governance structures can keep pace with, and the window to build appropriate containment mechanisms is closing. His central concern isn’t that AI is malevolent — it’s that the concentration of power that comes with controlling transformative technology is itself the problem, whether that power sits with corporations, governments, or both.
For educators: the chapter on economic disruption is essential reading. Suleyman doesn’t pretend the transition will be smooth. He takes seriously the question of what happens to people and communities during the displacement phase, which is precisely the phase our current students are entering.
Lee has a unique vantage point: he’s worked at Apple, Microsoft, and Google, and then moved to Beijing to lead Google China before becoming one of China’s leading AI investors. AI Superpowers was published in 2018, and some of the specific competitive dynamics have shifted, but the core argument holds: we are in a global race for AI dominance between two different models of how AI development should work, and the outcomes of that race will have profound economic consequences at every level.
The section on job displacement is where this book becomes most directly relevant to educators. Lee argues that routine cognitive work is the most vulnerable to automation — not just manual labor — and that the categories of work that will be protected are those requiring creativity, empathy, and complex human judgment. That framing has direct implications for what we teach and why.
Read this alongside The Coming Wave for a richer picture of the geopolitical and economic forces shaping the AI landscape.
Three economists from the University of Toronto built their framework around a deceptively simple claim: AI is, fundamentally, a technology that makes prediction cheaper. When prediction gets cheaper, the value of the things that complement prediction — judgment, action, data — increases. When prediction gets cheaper, the value of things that substitute for prediction — routine rule-following, low-stakes decision-making — decreases.
This framework is useful for educators because it maps directly onto a question we should be asking about curriculum: what are we teaching students that will be substituted by cheap AI prediction, and what are we teaching them that will be complemented by it? The answer has real implications for what genuinely rigorous education looks like in an AI economy. Prediction Machines is the most analytically useful book on this list for thinking through those questions.
An unusual collaboration: a former Secretary of State, a former Google CEO, and an MIT computer scientist thinking together about what AI means for how human societies understand the world. The book is less about the economic disruption and more about the epistemological one — the way AI systems generate outputs that humans can use without understanding how those outputs were produced, and what that does to decision-making in business, government, and education.
The argument that lands hardest for me as an educator: we have spent centuries building institutions of learning around the transmission and evaluation of human knowledge. AI is producing a new kind of knowledge — statistical, pattern-based, extraordinarily capable, and fundamentally alien to how human minds work. What does education mean in that context? This book doesn’t fully answer the question, but it asks it more precisely than most.
The follow-up to Prediction Machines, published in 2022, moves from “here’s what AI does to economics” to “here’s how organizations and institutions will be restructured by it.” The core new argument: AI doesn’t just automate tasks; it disrupts the decision-making systems in which those tasks are embedded. That disruption creates power shifts — between professions, between institutions, between incumbents and challengers.
The education implications are direct. The authors discuss healthcare and legal services as sectors being restructured by AI-driven prediction, and the analysis applies equally to education. What happens to the teacher’s role when AI can provide personalized feedback faster and at greater scale? What happens to credentialing when AI can assess competencies that diplomas approximate? These aren’t comfortable questions, but they’re the right ones to be asking now rather than after the disruption has already happened.
The books above are written primarily for business leaders, policymakers, and economists. That’s who they were designed for. But they all circle around a fundamentally educational question: what kind of people do we need to develop, and what do we need to prepare them for, in an economy being reorganized by AI?
Self-Determination Theory gives us part of the answer — humans are most resilient and most capable when they have genuine autonomy, a sense of competence, and meaningful connection. Those psychological needs don’t get automated. They get more important as the tasks around them do.
The Connectivist framing that the network is where knowledge lives is also useful here: in an economy where AI can provide information faster than any human, the competitive advantage lies in the quality of your connections — to ideas, to people, to problems worth solving — and in your capacity to navigate those networks with judgment. That’s what education in an AI economy should be building.
These books don’t answer those questions for us. But they describe the problem with enough precision that we can start asking the right ones.
Related on this site: the AI books post covers the books I’d recommend for understanding what AI actually is — how it works, what it can and can’t do, and what the most credible researchers think about its implications. That’s a companion list to this one.
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!