Conan O'Brien's 2011 commencement address at Dartmouth

Conan O'Brien gave commencement address at Dartmouth. I found his speech to have several useful life lessons to teach new graduates, freshmen, as well as everyday individuals on perceived failures, successes, and identity.

Here are some of the excerpts:

• Eleven years ago I gave an address to a graduating class at Harvard. I have not spoken at a graduation since because I thought I had nothing left to say. But then 2010 came. And now I'm here, three thousand miles from my home, because I learned a hard but profound lesson last year and I'd like to share it with you. In 2000, I told graduates "Don't be afraid to fail." Well now I'm here to tell you that, though you should not fear failure, you should do your very best to avoid it. Nietzsche famously said "Whatever doesn't kill you makes you stronger." But what he failed to stress is that it almost kills you. Disappointment stings and, for driven, successful people like yourselves it is disorienting.
  
  
• Now, by definition, Commencement speakers at an Ivy League college are considered successful. But a little over a year ago, I experienced a profound and very public disappointment. I did not get what I wanted, and I left a system that had nurtured and helped define me for the better part of 17 years. I went from being in the center of the grid to not only off the grid, but underneath the coffee table that the grid sits on, lost in the shag carpeting that is underneath the coffee table supporting the grid. It was the making of a career disaster, and a terrible analogy.
  
  
• There are few things more liberating in this life than having your worst fear realized. ... Your path at 22 will not necessarily be your path at 32 or 42. One's dream is constantly evolving, rising and falling, changing course. This happens in every job...
  
  
• It is our failure to become our perceived ideal that ultimately defines us and makes us unique. It's not easy, but if you accept your misfortune and handle it right, your perceived failure can become a catalyst for profound re-invention.

• So, at the age of 47, after 25 years of obsessively pursuing my dream, that dream changed. For decades, in show business, the ultimate goal of every comedian was to host The Tonight Show. It was the Holy Grail, and like many people I thought that achieving that goal would define me as successful. But that is not true. No specific job or career goal defines me, and it should not define you. In 2000—in 2000—I told graduates to not be afraid to fail, and I still believe that. But today I tell you that whether you fear it or not, disappointment will come. The beauty is that through disappointment you can gain clarity, and with clarity comes conviction and true originality.

• Many of you here today are getting your diploma at this Ivy League school because you have committed yourself to a dream and worked hard to achieve it. And there is no greater cliché in a commencement address than "follow your dream." Well I am here to tell you that whatever you think your dream is now, it will probably change. And that's okay. Four years ago, many of you had a specific vision of what your college experience was going to be and who you were going to become. And I bet, today, most of you would admit that your time here was very different from what you imagined. Your roommates changed, your major changed, for some of you your sexual orientation changed.
  

Complexity

As a society, we have created many complex systems. Think medicine, education, and finance as prime examples. In parallel to these collectives, we also create perhaps a false belief that each individual in these systems should focus on their selfish selves and, by doing just that, these collectives will prosper and make progress.

Atul Gawande talked about these issues eloquently using an example in medicine.

He said "The truth is that the volume and complexity of the knowledge that we need to master has grown exponentially beyond our capacity as individuals. Worse, the fear is that the knowledge has grown beyond our capacity as a society. When we talk about the uncontrollable explosion in the costs of health care in America, for instance—about the reality that we in medicine are gradually bankrupting the country—we’re not talking about a problem rooted in economics. We’re talking about a problem rooted in scientific complexity."

He further added "That’s why we as doctors and scientists have become ever more finely specialized. If I can’t handle 13,600 diagnoses, well, maybe there are fifty that I can handle—or just one that I might focus on in my research. The result, however, is that we find ourselves to be specialists, worried almost exclusively about our particular niche, and not the larger question of whether we as a group are making the whole system of care better for people."

Overall, Gawande raised very fundamental questions for society to seriously consider and take some actions NOW before it is too late. Also, how do we make sure that the new generations are raised to ask important questions about collectives and their roles in them?

Sensemaking through comparison

There was an OpEd article in the New York Times a while ago. It portrays the contrasts in decision making, attitudes, and actions between the treatment of military and schools in the U.S. Here is the link to the article.

I found the comparison to be a powerful reminder for all of us especially why we blame teachers on school failures.

Here is an interesting quote from the story:

WHEN we don’t get the results we want in our military endeavors, we don’t blame the soldiers. We don’t say, “It’s these lazy soldiers and their bloated benefits plans! That’s why we haven’t done better in Afghanistan!” No, if the results aren’t there, we blame the planners. We blame the generals, the secretary of defense, the Joint Chiefs of Staff. No one contemplates blaming the men and women fighting every day in the trenches for little pay and scant recognition.

And yet in education we do just that. When we don’t like the way our students score on international standardized tests, we blame the teachers. When we don’t like the way particular schools perform, we blame the teachers and restrict their resources.

Compare this with our approach to our military: when results on the ground are not what we hoped, we think of ways to better support soldiers. We try to give them better tools, better weapons, better protection, better training. And when recruiting is down, we offer incentives.

Who am I?

One of the highlights from Kung Fu Panda 2 is the pondering from Po, the panda, on the question "Who am I?"

I think all of us, at one point or another, may have a similar question popped up in our head. We often let some past experiences define who we are.

According to Kung Fu Panda 2, we cannot go back and change the past regardless of how much we may want to. Of course, the past may leave scars. But scars do fade.

Responsibility and character: Active sculpting of reckless mindset

Here is a quote from Gretchen Morgenson, a New York Times reporter on her recent NPR interview regarding the reckless behaviors of Fannie Mae that provide a template for reckless behaviors later on Wall Street.

"If you had had regulators doing their job, and if you had had a tough overseer of Fannie Mae who made it increase its capital, who made the company take greater care with some of its loans that it - that it guaranteed or bought, then you wouldn't have had this problem. So you can't lay it simply at the feet of Fannie Mae, but you have to throw in all of these other characters that were acting in their own interests.

It wasn't about the homeowner. It wasn't about expanding home ownership so that immigrants could, you know, build a nest egg for their children, because the kinds of loans these immigrants were given had absolutely no ability to build a nest egg. They were so punishing in their terms, that there was no way the immigrant could possibly pay them off.

So it was an idea, but the execution - the idea was OK. The execution was disastrous. And it was because there were so many self-interested people at the trough."

Imagining university

Here is one perspective to understand universities in today's world. Imagine a spatial unit that stands on three legs. The three legs are financial viability, student learning, and knowledge boundary.

Lately, research universities have increasingly focused on the first leg (financial viability) and, to some extent, the third leg on a push for new knowledge through funded research. This is because funded research serve both purposes. However, this leads universities to become unbalanced and perhaps unsustainable in the long run. The fact that many universities do not offer "meaningful learning experiences" is very disturbing.

So, the daunting question is how to maintain all these three goals in a more balanced way in order to obtain sustainable progress? Not easy indeed.

Increasing concerns about the consequences of excessive technology use

In recent years, some people have become skeptical about the role of technology like Facebook orTwitter and in some cases, the role of private companies and their influence on our lives and our digital identity.

• Here is a TEDtalk on the concern of "overcustomization" of information that we see, not under our control though, but from the decisions of some companies (e.g., Google, Facebook) to select only the information that they think we like to see. For example, people who have affinity for travel are more likely to receive results related to resorts, travel destinations when type in a country name in Google. On the other hand, people whseems o are more politically inclined may see results related to a recent unrest in that country. Essentially, the overcustomization makes us become narrower and narrower to just a bubble that is full of ourselves. This does not sound like a good thing and to defeat the original purpose of the Internet.
  
  
• Here is an article in the New York Times on the concern of an overuse of social media like Facebook and Twitter. The obvious drawback is "distractions". However, there are more grave concerns when it comes to young adults' over-reliance of Tweets (140 characters) for news. The concern is "We may raise a generation that has information but no context ... Craving but no longing." Indeed, this is a very serious concern.