Goodbye, Tech Focus.

020/365: Number 7I’ve spent a year not really publishing anything, though there was a lot of writing as well as reading and looking over things that I have written and done.

It’s no surprise that most of my writing has been about technology; most of my working life has been with technology of one sort or another.

There are a few problems with that:
(1) Everything is outdated almost as soon as it’s published. I call this the O’Reilly Problem.
(2) Technology is a crapshoot. It doesn’t matter if a technology is better or worse, it matters whether it survives – and that survival has a lot to do with how used it becomes and how well defended by lawyers it is.
(3) No amount of testing assures that a technology will work in any given situation. I call this the Microsoft Problem.
(4) Technology has become boring for me because it invariably follows the same patterns because, at the core, how we deal with technology hasn’t changed because it exists in bureaucracies that are as efficient at turning as the Exxon Valdez.

And so, because of this, I am not drifting away from writing with technology as a focus – something I have been doing anyway, I found with analysis – but by actively steering away from tech focus.

This doesn’t mean that technology won’t be involved, or I won’t write about it at all. It’s just not going to be the center of what I write.

Creativity, Education and Employment Simplified

If I Need Something, I'll Invent ItI’ve been thinking about creativity and technical stuff for… well, for most of my life. It was a few decades ago that I made peace with the two in the mind of a son of a poet and engineer.

It’s not complicated, but it continues to be unexplained by so many experts that I won’t bother linking them. And it is a real problem, as even NASA scientists have found.

In one paragraph:

Creativity is basically not thinking like other people do. Education systems create standardized ways of thinking.

Right there is the answer. Albert Einstein alluded to it frequently, speaking of levels of thinking that solve problems being different than the level that created them, or about imagination, etc.

So, in an education system – in any system – you see creativity in outliers. People who don’t think like everyone else are considered creative even when they themselves may not consider themselves creative.

And that is where things get complicated. If everyone approaches problems the same way, they are measured the same way in education and employment systems (the two are almost the same these days)… are we surprised that creativity diminishes within the systems?

Maybe the cause of that surprise is the education system. After all, people studying the systems are byproducts of the systems and are using the standardized tools to study things in the hope to find how to become… less standard.

This is why we should laugh at the world more.