Alan Kay is still waiting for his dream to come true

I don't know why it's hard for you to learn things, you were supposed to get the "bootstrap knowledge" in your undergrad education.

My point is that the discoverability today is much better than it was, say, 30 years ago. Back then your options were: go to a library, find and read good books, or find someone knowledgeable, and go talk to him in person, or write him a paper letter with your questions, and hope he responds.

For example, I remember how I was given my first access to a computer, with a command prompt blinking on a black screen, and I had not a slightest idea about what to do with it. Oh, and people nearby were not particularly keen on stopping what they were doing and explaining things to me. I was given a poorly translated DOS manual and a few simple BASIC programs to study. My computer access was limited to one hour, twice a week, and I remember how I thought this was so cool, and that I want to learn.

>Interesting phrasing, considering that the iPhone did not come with the App Store. In fact, Apple's was the third software distribution platform to be released for iOS, after Installer.app and Cydia.

Which is irrelevant.

First, because it eventually came, and second, because whether they intend to put one out or not, obviously they couldn't create a first class API for third party use, fix public interfaces as much as possible, write documentation, create a store, et al, all while creating the first edition of a new product (which they didn't even knew if it would be a success or not).

>His "vision" is too self-centered and he expects people to live after his ideals but in fact people have better things to do than create art, or whatever.

That's what you see around you, talking to most people?

One perspective on this is to think about your definition of "civilization" and compare it with both "human universals" and what we know about the general lives of hunter-gatherers and the extent that we can use this to guess about the several hundred thousand years before agriculture.

Many of the things on my list for "civilization" are not directly in our genes or traditional cultures: reading and writing, deductive mathematics, empirical science of models, equal rights, representative governments, and many more. It's not that we do these well, or even willingly, but learning how to do them has made a very large difference. We can think of "civilization" not as a state of being that we've achieved, but as societies that are trying to become more civilized (including getting better ideas about what that should mean).

Most of the parts of civilization seem to be relatively recent inventions, and because the inventions are a bit more distant from our genetic and cultural normals, most of them are more difficult to learn. For example, as far as history can tell, schools were invented to concentrate the teaching of writing and reading, and they have been the vehicle for the more difficult learning of some of the other inventions.

And, sure, from history (and even from looking around) we can see that a very high percentage of people would be very happy with servants, even slaves, whether human or technological.

In Tom Paine's argument against the natural seeming monarchy in "Common Sense" he says don't worry about seems natural, but try to understand what will work the best. His great line is "Instead of having the King be the Law, we can have the Law be the King". In other words, we can design a better society than nature gives rise to, and we can learn to be citizens of that society through learning.

In other contexts I've pointed out that "user friendly" may not always be "friendly". For example, the chore of learning to read fluently is tough for many children, but what's important beyond being able read afterwards is that the learning of this skill has also forced other skills to be learned that bring forth different and stronger thinking processes.

Marketing, especially for consumers, is aimed at what people -want-, but real education has to be aimed at what people really -need-. Since people often don't want what they need, this creates a lot of tension, and makes what to do with early schooling a problem of rights as well as responsibilities.

One way to home in on what to do is to -- just for a while -- think only about what citizens of the 21st century need to have between their ears to not just get to the 22nd century, but to get there in better shape than we are now. Children born this year will be 83 in 2100. What will be their fate and the fate of their children?

If people cannot imagine that the situation they are in had to be invented and worked at and made, they will have a hard time to see that they have to learn how to work the garden as they become adults. If they grow up thinking as hunter gatherers they can only imagine making use of what is around them, and to move on after they've exhausted it. (But there is not place to move on to for the human race -- larger thoughts and views have to be learned as part of schooling and growing up.)