## Foreword Education is such a big topic that I never felt confident writing. At the same time, it's such an important topic that I can't just not write. "Is there any good in talking more about education?" I ask myself. For sure we have heard too much: people criticize education as the problem and offer it as the solution. People stress and underplay its importance. We've heard enough big words and big claims. I don't even particularly like the word "education" itself, because it gives me this "let me educate you" vibe. So instead of writing about "education", I decide to write from my own perspective. I decide to write about the education I want. ## Is This Book for You? Frankly I did not hold a target audience in mind when writing this. In hindsight that was a bad idea. But I am super glad you already made it here. The only thing I've come up with -- > This book is for anyone who cares about the education of their own as much as the education of humanity. ## Education? ### Before We Talk About "Education" This book is a collection of small observations and reflections on my education, and my education only. The thoughts within are subjective, shaped by my specific socio-economic background, privileges, and the unique lens through which I see the world. This work does not attempt to represent a universal experience or offer a comprehensive analysis of the broader topic of education. However, still, I hope to offer this book as an entry point to a larger, more important conversation. Love, Jimmy Zhang ### Whatever an Education Is > Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your road map through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important: how to live and how to die. > -- John Taylor Gatto ## The Education I Don't Want ### I Don't Want to Go to School #### 1. I don't want to go to school, every kid says at least once in their life. Adults never listen. Designers of education never listen to their customers. Instead, they say, "But education is an important phase of life that one simply has to go through. That's the default." And then I understand: education is never designed as a product or service at all, from which you get what you need. It is a forced obligation. --- #### 2. They never asked for my consent. In fact they never asked for anyone's consent. "Children are too small to be asked for consent," they say. So, before we were able to figure out what was going on, we were sent to schools and were told that's where every child goes. In the beginning they have candies and stickers waiting for us at the gate. But gradually, there are no more candies and stickers. By then it's all too late. We already forgot how to follow our hearts and cry. "Crying is immature," they say. "Mature kids understand their obligation." That's how my education began. --- #### 3. "Sure, you don't have to come," they say. But unfortunately you won't get a diploma. And unfortunately you will have a hard time getting into a good university. And unfortunately you will have a hard time looking for a job. And unfortunately you will live a miserable life. "Well, that is just unfortunately how things are," they say. "It's your choice," they shrug. --- > Children are born into a conspiracy between the state, educational institutions, and parents. > -- Yefu Zhao ### I Don't Want a Curriculum #### 1. "Who are you, and what do you have to teach me?" I ask my teacher. "Who I am does not really matter," he says. He is just a teacher, trained to teach the curriculum. "Who designed the curriculum, and what do they have to teach me then?" I ask. "Some organization far, far away," he explains. --- #### 2. "But why can they decide what I learn?" I ask. There are so many wonderful things in the world -- animals, plants, mountains, insects, poems, churches, planes, internet, AI... "How is it possible for them to put everything into categories, and together into something called a curriculum?" "They can't," teacher laughs. "They have to pick." "But what about those that are left out?" I ask. "Well I'm afraid that's out of my control. I am trained to teach you algebra." --- #### 3. Designers of the curriculum think they are discovering the truth of the world by hand-picking the finest fruits of human civilization. In fact, they are just creating order of what's important and what should be remembered, and what's not important and what can be forgotten. --- > "A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects." > ― Robert A. Heinlein ### I Don't Want Classes & Timetables #### 1. I pulled aside a kid at the school entrance and asked, "Why are you here today?" "To go to school—what’s wrong with you?" he frowned, then walked on. --- #### 2. Class timetables normalize attendance, not learning. I stood at the school gate, watching students file in mechanically. Whether they learn is irrelevant; showing up feels righteous. --- #### 3. The danger is that students tend to forget what they are "going to school" for. Which unit are we on now? What’s the goal of this course? What big question are we supposed to be exploring? Don't care. Showing up and half-listening is enough. --- #### 4. Indeed, why care about anything, for when the bell rings, we will move on to the next room. Deep focus and entering the state of "flow" are impossible and not worth it when learning is constantly interrupted by bells. Don't invest in anything if nothing is truly finished. --- #### 5. Peter Drucker, father of modern management, says meetings are the exception rather than the rule. In organizations, there should be no meetings unless necessary. Similarly, in schools, there should be no classes unless necessary. For one either goes to classes or one learns. --- > Indeed, the lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that can no longer offer important work to do. > -- John Taylor Gatto > > Meetings are a concession to deficient organization; either you meet or you work. One cannot do both at the same time in an ideally designed structure (which is a changing world, of course only a dream). There would be no meetings. Everybody would know what he needs to know to do his job, and everybody would have the resources available to him to do his job. > -- Peter Drucker ## The Education I Want ### I Want to Direct My Own Learning #### 1. If not for school, what do you want to learn today? I ask myself. No syllabus appears. No lesson plan unfolds. No fear of exam arises. Just the quiet hum of my own thoughts, and the vast, open field of the world. --- #### 2. Why bother learning, if I am free to explore this world, To learn how different birds sing, and how the sun rises. To learn which berries are poisonous, and how to build my shelter. To learn how humans live, and how humans die. But then I realize, I just used the word "learn" thrice. Learning should be connected to the very core of my life. Because to live is to learn. --- #### 3. But what is all this time for, and how should I live my life? Guess it helps to look at how other people did it, what have they all been working on? Lots of pretty cool stuff actually. So that through learning, I can figure out what I am learning for. And I can direct my own life. --- > Don't let school interfere with your education. > -- (commonly attributed to) Mark Twain ### I Want to Learn to Learn #### 1. People stop learning after school because they never learned to learn at school. How much one knows is no longer anyone’s competitive edge. A degree serves as proof of one's ability to learn, not how much they learned. For knowledge is constantly emerging and changing. And ChatGPT always knows more than you. --- #### 2. In Economics class today, the teacher gave us a worksheet. There was this long article about something called macroeconomics, a list of key terms, and a funny-looking diagram of empty boxes. We were supposed to read the article, figure out the key terms and their definitions, and put them into the mind map. After most people finished, the teacher gave us the answer, and told us to remember the definitions. And then he made us watch a YouTube video, and the class was over. --- #### 3. Instead of finding the definitions, I think it's more important to be able to locate the key terms. In the world of information, how do we know which ones are important concepts, if there's not a ready-made list for us? Instead of filling out the mind map, I think it's more important to be able to draw the mind map. In a world of information and terminologies, how do we know how to organize them so that we actually understand how they relate to each other? Instead of looking for the definitions, I think it's more important to understand why the terms are invented. These funny characters like GDP and GNP, who invented them, and to what ends? In a world of complex systems, how do we design metrics that set boundaries to help us measure things and improve them? Instead of giving us the article and the YouTube video, I think it's more important for us to find the article and YouTube video ourselves. Where there are so many textbooks and YouTube videos out there, how do we know which one to read and watch? How do we judge if a video is worth watching or not? How can we tell if a textbook is saying bullshit? --- #### 4. Don't throw at me random information. Help me understand how they connect with each other, tell me how I can find more relevant information, and how I can make sense of them all. --- > What big ideas are important to little kids? Well, the biggest idea I think they need is that what they are learning isn’t idiosyncratic—that there is some system to it all and it’s not just raining down on them as they helplessly absorb. That’s the task, to understand, to make coherent. (...) Meaning, not disconnected facts, is what sane human beings seek, and education is a set of codes for processing raw data into meaning. > -- John Taylor Gatto > > Confusion is thrust upon kids by too many strange adults, each working alone with only the thinnest relationship with each other, pretending, for the most part, to an expertise they do not possess. > -- John Taylor Gatto > > "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." > -- Alvin Toffler ### I Want to Directly Interact with the World #### 1. If we learn at school so that one day we can better adapt to society, why don't we directly learn in the real world? --- #### 2. All abstractions are borrowed. True knowledge can only be earned by directly interacting with the world. --- #### 3. Once, we were to convince a teacher of a major community decision. We wrote up an email, and someone said, "Guys we should use ethos, pathos, and logos from English class." Everyone was laughing, because it was a joke. --- #### 4. They grab the kids, lock them physically with walls, and intellectually with curriculums. They let them compete with each other, and hope the winner will succeed in the outside world. --- > Knowledge is useless to executives until it has been translated into deeds. The greatest wisdom not applied to action and behavior is meaningless data. > -- Peter Drucker ## Final Words ### Note on the Title There are two main parts to this book -- the education I don't want, and the education I want. You might wonder why the title highlights only the second part. First, the two parts are essentially mirrors for each other -- knowing what we want helps us see what we don't want, and knowing what we don't want clarifies what we actually want. Second, I hope the title "The Education I Want" falls on a positive note. The world has enough critics. Most people are fantastic at complaining yet clueless at building alternatives. I don't want to indulge in complaining why things don't work, but rather focus on pointing out what could be. Finally, the emphasis on "I". There are more than enough voices arguing for the education *we* should have and what's good for *us*. The underlying assumption is that there is an optimal collective solution. However, there is no such thing, nor should there be. It's countless "I"s that form a we. True "we" is not a monolith imposed from above, but a network of sovereign "I"s, each pursuing their own path. The old world of scarce knowledge, monopolized by institutions, is dead. Information is now abundant. The technology, tools, and resources for self-directed learning are in our hands. This book is not a plea to change the system from the top down. Rather, it's a call for the courage and power of "I"s -- to reclaim the education they want, and deserve. ### Acknowledgements & Credits > All of our work is a collaboration. Thank you to everyone reading this book. Your reading makes this book complete. Beyond a static bunch of words, I hope that this book is an opening point for more discussions. Don't hesitate to contact me at [email protected]. Always waiting at the inbox. **Quotes Sources** - John Taylor Gatto, *Dumbing Us Down* - Peter Drucker, *The Effective Executive* - Heinlein, Robert A. *Time Enough for Love*. Ace Books, 1988, p. 248. - Toffler, Alvin. *Future Shock*. Random House, 1970, p. 414. - 郑也夫。《教育是镶嵌在社会结构当中的》。采访者：杨红焰。*观察者网*，2019年1月20日. https://www.guancha.cn/ZhengYeFu/2019_01_20_487516_2.shtml Cover image generated by ChatGPT, gpt-4o. The character is fictional and does not depict any real person. Any resemblance to actual persons is purely coincidental. ### About the Author Hi! I am Jimmy Zhang and I enjoy learning. You are welcome to check out my personal website https://jimmyzhang.org and my knowledge garden https://jimmyzhang.space, where I open-source all my notes and upload monthly updates. Always find me at [email protected]. ## More Essays Extended explorations on education, learning, and personal growth drawn from the project archive. These essays are some of my more elaborate explorations of themes of education, learning, and personal growth. For more of my essays, visit [https://jimmyzhang.org/think](https://jimmyzhang.org/think) ### Eight Commandments of Education #### Self-Directed 1. Learning is natural. Education is self-directed. 2. Don't let school (or any external entity) interfere with your education. #### Meaning-Guided 1. Always hold a strong why in mind. 2. Do what's worthwhile, and only do what's worthwhile. #### Learning-Based 1. Learning is lifelong. 2. Learning to learn is the most important thing to learn. #### Action-Oriented 1. Knowledge is meaningless until applied to real life. 2. Directly interact with the world. ### Is There Any Good in Talking More About Education We have heard too much. People criticizing education, people praising it. People stressing its importance, others underplaying it. It can be talked about in any summit or conference, and it can be used to explain any social problem or offer a solution. Why? Why does education always carry so much weight? My answer: education is so important and can never be talked about enough, because it is fundamentally tied with the future of humanity. We can't talk about humanity's future without talking about education. Imagine education to be this giant machine we send our young minds into. What they turn out to be and to do in the decades to come determine the future of humanity. Not the present, not the past, but the future. The effects of our education, whether good or bad, only reveal themselves decades after students graduate. This gigantic delay between effort and result is what makes it so hard to measure the effectiveness of our education. The behaviors of a human being—the decisions we make, the projects we do, the goals we pursue—are determined by and only determined by their beliefs, knowledge, and information available to them. We are machines to churn in information and knowledge (from books, experience, observation, other people) and churn out actions, choices, and decisions. We may not realize it every moment—because fish living in water may never know what water is. A third-grade belief might still be at work in the seventies. Education is not just the beginning several years of your life. It is your life. In order to answer the question of why certain humans behave this way or that way, we must ask what they believe in and what knowledge and information they have that drive their actions. That is the fundamental question of education. On a micro level—education shapes individuals' behaviours by influencing the knowledge they gain and instilling certain beliefs. On a macro level—education determines the collective behaviours and pursuits of future generations, and thus controls the future of humanity. In short, no. We are not talking about education enough. ### How to Reclaim Your Education While Schools Are Failing the Future *An essay for the New York Times Open Letter Contest* #### The Letter Dear students of the 21st century, We are students by default. However, we can only be learners by choice. Students attend school and listen to their teachers. Learners actively learn what matters for the future. Explore World Economic Forum (WEF) and McKinsey's reports on the future of jobs. Those vitally important skills needed for the future—structured problem solving, digital literacy, systems thinking, curiosity & lifelong learning—are they even present in your education? Your education doesn't mean the school you go to. Unfortunately, according to Gatto, education and schooling are often mutually exclusive. So, as Allen Grant puts it—don't let school interfere with your education. Take authorship of your own education. First, ask yourself the big questions: what do you want with your life? Beyond "finishing school", what next? Following the default path without a clear sense of direction is risky in a turbulent and constantly changing world, especially as artificial intelligence is rapidly reshaping human capabilities. "Some of the smartest humans in the world are struggling to create tests that A.I. systems can’t pass." The world that we grew up in is quickly receding into the distance while the future is approaching faster than we thought. On the other side, our world desperately needs globally competent learners to tackle urgent challenges facing humanity—climate change, regional conflicts, inequality, and technological development. If your school fails to empower you to become a change-maker, empower yourself. Second, gather relevant information. You are the information you consume. Much of what we receive daily is mere noise and manipulation. What exactly is it that you want? Why do you think it's important? As the provocative Severance line asks—"Is it important because it actually is or because you're saying it is?" Beware of those things that everyone deems important. College, money, fame. Hold on to what you are truly excited about. Finally, develop the skills and knowledge required to get you there. Employers expect 39% of workers’ core skills to change by 2030, according to WEF. In the post-industrial revolution age, the most important and timeless skills are always thinking skills—information-gathering, processing, and decision-making. Structured thinking, analytical thinking, and systems thinking are among the skills schools often suppress but are essential for solving real-life complex problems that you don't get on test papers. Minerva University's *An Introduction to Habits of Mind and Foundational Concepts* is a good place to start. Spend less time worrying about the next test, and spend more time preparing yourself for the freedom and responsibilities you'll face after graduation. Schools often fail to answer the question of "what next" for you. Life truly begins when you step beyond the classroom. You may be a student in school, but you must be a learner throughout life. The hard truth? Most schools are not designed to provide education at all and don't care about your future. And that's exactly why you need to assume responsibility for your own. It's never too late. #### Sources - Allen, Grant. *Post-Prandial Philosophy*. Chatto & Windus, 1894. - *An Introduction to Habits of Mind and Foundational Concepts*. Minerva University, https://www.minerva.edu/public/media/enrollment-center/Minerva-HCs-Intro.pdf. - Dondi, Marco, et al. *Defining the Skills Citizens Will Need in the Future World of Work*. McKinsey & Company, https://www.mckinsey.com/industries/public-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work. Accessed 23 Mar. 2025. - Gatto, John Taylor. *Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling*. New Society Publishers, 1992. - Roose, Kevin. “When A.I. Passes This Test, Look Out.” *The New York Times*, 23 Jan. 2025, https://www.nytimes.com/2025/01/23/technology/ai-test-humanitys-last-exam.html. - *Severance*, created by Dan Erickson, season 1, episode 6, Apple TV+, 2022. - *The Future of Jobs Report 2025*. World Economic Forum, 7 Jan. 2025, www.weforum.org/publications/the-future-of-jobs-report-2025/. Accessed 27 Mar. 2025. #### Artist's Statement *In 400 words or fewer, please tell us why and how you created your open letter.* When it struck me that my school is not able to provide the education I want, or an education that prepares me for the future, fear washed over me. It was a terrible moment to go through, and it took a few days to recover from it. I believe I am one of the few people among my year group who sees this reality. I tried talking about it with my friends, but to no avail. As a result, I'd like to use this platform to share it with more people and reach a broader audience. I wrote this letter in one go, because everything was already in my mind (all the sources I used I had actually read before) and I just needed a chance to put them together. And when I finished, the word count miraculously stopped at 497—without any prior planning. And I thought, this is it. I'm not changing anything anymore. And voilà. ### No Class Unless Necessary Peter Drucker, father of modern management, said: in organizations, there should be no meetings unless necessary. I say: at schools, there should be no classes unless necessary. Peter Drucker said, meetings are exceptions rather than the rules. One either has meetings or one works. The ideal organization needs no meetings. I say, classes are the exceptions rather than the rules. For one either attends classes or one learns. The ideal education needs no classes and timetables. > “Meetings are by definition a concession to deficient organization for one either meets or one works. One cannot do both at the same time. In an ideally designed structure (which in a changing world is of course only a dream) there would be no meetings. Everybody would know what he needs to know to do his job. Everyone would have the resources available to him to do his job.” Timetables normalize class attendance, not learning. Stand at the school gate and watch the students file in—everything looks perfectly justified. Whether learning happens is another story; showing up feels righteous. Timetables prize procedure and process (showing up in classes) over actual results (whether one learned something or not). For students, the danger is forgetting why they're in class at all—Which unit are we on? What’s the ultimate goal of this course? What big question are we exploring? What skill should I walk away with? Don't care—showing up and half-listening is enough. Class itself replaces learning as the objective; everything feels like a box to tick. For teachers, the danger is pretending they are using the class time effectively. Teachers drum up busywork (discussions, reflections, presentations, etc.) when there’s nothing really left to learn and teach. Content that could have been delivered whole gets chopped into bite-sized periods to fit the schedule. Knowledge that could have been explained more easily doesn't, because what to do with the time saved anyway? Students: don't come to this class unless you are so eager to learn but cannot learn on your own. Don't come to this class unless this class offers you something unique and valuable. Teachers: don't fill in the content of each class just for the sake of doing something. You don't have a class unless you have something really necessary to tell, to teach, or to share. For teachers and students the same—no classes unless necessary. Envision an almost utopian alternative: no timetable or class schedule, just a master list of what needs to be learned and competencies to be gained by semester's end. Compulsory final exam; what happens before is your freedom. The school offers teachers, labs, libraries, resources—it's up to you how to use them and go at your own pace. This is a results-first model that forces students to figure out what to study, how to study, why to study, and what it all means. The goals are crystal clear, the responsibility squarely on their shoulders—outcomes drive the process. We wonder why kids lack strategic vision and big-picture thinking. But how can that mindset grow in learners who march to a bell schedule every day? Peter Drucker said, efforts only exist within an organization, while results are only found outside organization. Similarly, within a school there are only the green "present" ticks; all true learning can only be found outside classes. ### Why Kahoot Can't Save Education *While We Chase Scores on the Board, Education's Deeper Crisis Remains Unsolved* #### Kahoot Sells Dopamine, Not Knowledge Kahoot is not an education company. The real product is emotional stimulation—through competition, social validation, and instant feedback loops. Each quiz round is a mini-casino with flashing lights and leaderboards. Human motivation is not driven by knowledge per se but by reward anticipation. Kahoot weaponizes this through real-time, low-stakes gamification. It hijacks the same brain systems exploited by TikTok and slot machines—but cloaked in the moral authority of “education.” #### Superficial Engagement ≠ Deep Learning Kahoot does not enhance understanding. It masks shallow comprehension with momentary excitement. - Students may remember who won the quiz, not what was asked. - It incentivizes speed over reflection, competition over collaboration. #### Kahoot Reflects the Failure of Our Education Kahoot thrives only because schools are boring. Its entire value is parasitic: it makes an otherwise dead classroom tolerable for five minutes. If classrooms become more project-based, discussion-based, or self-directed, Kahoot’s entire raison d’être collapses. Kahoot cannot exist in an intrinsically engaging educational system. Teachers aren’t competing with ignorance—they’re competing with TikTok, YouTube, group chats, and the growing impatience of overstimulated students. Kahoot offers a form of synthetic engagement: it looks like attention, but it’s actually spectacle. This reveals critical failures of institutional education: - It cannot sustain voluntary attention through content alone. - It relies on external scaffolds (games, rewards, grades, fear) to hold attention in place. Kahoot is a painkiller, not a cure. It's treating the symptom, not the disease. #### Kahoot Helps Education Avoid the Failure Students are disengaged—why? Are they just lazy? Or is it that what we’re teaching—and how we’re teaching it—has no resonance with their reality? Kahoot offers a compelling distraction, but it never addresses the core disillusionment: - Why am I learning this? - How is this relevant? - What is all this for, if not for the awards and podium? By offering a sugar rush instead of a real meal, Kahoot helps educators avoid the existential questions that should haunt any honest pedagogue. > Kahoot succeeded **not because it changed education**, but because it allowed education to avoid changing. Rather than rethinking assessment, motivation, or purpose, schools slap a layer of interactivity over a stagnant model. This is educational stagnation with a cosmetic upgrade. Kahoot’s success is not a celebration. It is a symptom of educational failure—a bright, blinking distraction in a system that has forgotten how to make learning feel alive. - If students need a game to stay awake, your pedagogy is dead. - If teachers need a leaderboard to feel effective, your system is sick. - If schools adopt tools to signal innovation while their curriculum stays inert, you are witnessing decay beneath a veneer of progress. The future of learning does not lie in better quiz games. It lies in: - Restoring meaning and purpose to what we teach. - Replacing gamification with genuine curiosity and engagement. - Rediscovering learning as a self-directed act, not an externally incentivized performance. Until then, Kahoot will thrive—not because it solves education, but because it lets us avoid the truth: > We are entertaining our way through a crisis of meaning. ### Your Passion Is What the World Needs *Your Passion Isn't Useless; It’s Exactly Meant to Align with the Needs of the World* The false dichotomy between following your passion and doing practical work by solving real problems has trapped generations. We're told to be "realistic", and that personal interest is "selfish"—a luxury that pulls us away from "important" and "practical" work that makes money. This binary thinking misses something profound: individual passions and the world's needs align more naturally than you think. Human passions, in their vast diversity, naturally align with the diverse needs and challenges of the world. Problems and unmet needs create vacuums that draw in the right minds. Humans find their sense of self-worth through solving problems and sharing them with others. Someone disturbed by injustice develops a passion for law. The person genuinely fascinated by obscure historical patterns becomes the expert companies hire to predict market trends. The child who loves taking things apart grows up to engineer solutions we desperately need. Human diversity exists for a reason. This diversity naturally maps onto the vast array of tasks and challenges the world presents. A society where everyone had the same passion would be incredibly fragile and inefficient. And just as in ecology, individuals often find or create niches where their unique passions can flourish and provide value. What seems niche or unimportant today (e.g., early computer hobbyists) can become critically important tomorrow. Allowing passion to guide exploration ensures a wider range of potential solutions and future paths are investigated. Passions pursued for their own sake often lead to unexpected breakthroughs that benefit society. Basic scientific research, driven by pure curiosity, underpins countless technologies. The intricate connections within society mean that passionate work in one area can ripple outwards in unpredictable but valuable ways. This is an emergent property of a complex system fueled by diverse individual drives. What society deems "important" changes over time, often influenced by the very passions people pursue. Environmentalism, once a niche concern, became globally important partly because passionate individuals raised awareness and developed solutions. Passion doesn't just serve existing needs; it helps discover and define future ones. Your passion isn't separate from the world's problems. It's often your unique angle on solving them. More importantly, passion provides the energy for sustained effort that external motivation cannot. You'll spend years mastering something you find genuinely fascinating. You'll notice patterns others miss because you actually care enough to look closely. The world doesn't need you to abandon your interests for "practical" work. It needs you to follow your interests deeply enough to discover where they intersect with real needs. Always believe that your passion is pointing toward something the world needs. It's your job to pursue your passion further and find it.