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Beau Lotto: So, this game is very simple.

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All you have to do is read what you see. Right?

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So, I'm going to count to you, so we don't all do it together.

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Okay, one, two, three.Audience: Can you read this?

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BL: Amazing. What about this one? One, two, three.Audience: You are not reading this.

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BL: All right. One, two, three. (Laughter)

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If you were Portuguese, right? How about this one? One, two, three.

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Audience: What are you reading?

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BL: What are you reading? There are no words there.

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I said, read what you're seeing. Right?

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It literally says, "Wat ar ou rea in?" (Laughter) Right?

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That's what you should have said. Right? Why is this?

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It's because perception is grounded in our experience.

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Right? The brain takes meaningless information

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and makes meaning out of it, which means we never see

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what's there, we never see information,

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we only ever see what was useful to see in the past.

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All right? Which means, when it comes to perception,

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we're all like this frog.

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(Laughter)

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Right? It's getting information. It's generating behavior

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that's useful. (Laughter)

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(Laughter)

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(Video) Man: Ow! Ow! (Laughter) (Applause)

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BL: And sometimes, when things don't go our way,

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we get a little bit annoyed, right?

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But we're talking about perception here, right?

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And perception underpins everything we think, we know,

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we believe, our hopes, our dreams, the clothes we wear,

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falling in love, everything begins with perception.

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Now if perception is grounded in our history, it means

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we're only ever responding according to what we've done before.

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But actually, it's a tremendous problem,

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because how can we ever see differently?

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Now, I want to tell you a story about seeing differently,

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and all new perceptions begin in the same way.

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They begin with a question.

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The problem with questions is they create uncertainty.

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Now, uncertainty is a very bad thing. It's evolutionarily

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a bad thing. If you're not sure that's a predator, it's too late.

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Okay? (Laughter)

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Even seasickness is a consequence of uncertainty.

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Right? If you go down below on a boat, your inner ears

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are you telling you you're moving. Your eyes, because

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it's moving in register with the boat, say I'm standing still.

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Your brain cannot deal with the uncertainty of that information, and it gets ill.

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The question "why?" is one of the most dangerous things you can do,

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because it takes you into uncertainty.

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And yet, the irony is, the only way we can ever

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do anything new is to step into that space.

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So how can we ever do anything new? Well fortunately,

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evolution has given us an answer, right?

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And it enables us to address even the most difficult

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of questions. The best questions are the ones that create the most uncertainty.

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They're the ones that question the things we think to be true already. Right?

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It's easy to ask questions about how did life begin,

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or what extends beyond the universe, but to question what you think to be true already

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is really stepping into that space.

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So what is evolution's answer to the problem of uncertainty?

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It's play.

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Now play is not simply a process. Experts in play will tell you

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that actually it's a way of being.

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Play is one of the only human endeavors where uncertainty

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is actually celebrated. Uncertainty is what makes play fun.

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Right? It's adaptable to change. Right? It opens possibility,

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and it's cooperative. It's actually how we do our social bonding,

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and it's intrinsically motivated. What that means

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is that we play to play. Play is its own reward.

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Now if you look at these five ways of being,

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these are the exact same ways of being you need

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in order to be a good scientist.

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Science is not defined by the method section of a paper.

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It's actually a way of being, which is here, and this is true

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for anything that is creative.

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So if you add rules to play, you have a game.

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That's actually what an experiment is.

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So armed with these two ideas,

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that science is a way of being and experiments are play,

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we asked, can anyone become a scientist?

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And who better to ask than 25 eight- to 10-year-old children?

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Because they're experts in play. So I took my bee arena

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down to a small school in Devon, and the aim of this

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was to not just get the kids to see science differently,

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but, through the process of science, to see themselves differently. Right?

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The first step was to ask a question.

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Now, I should say that we didn't get funding for this study

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because the scientists said small children couldn't make

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a useful contribution to science, and the teachers said kids couldn't do it.

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So we did it anyway. Right? Of course.

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So, here are some of the questions. I put them in small print

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so you wouldn't bother reading it. Point is that five of the questions that the kids came up with

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were actually the basis of science publication the last five to 15 years. Right?

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So they were asking questions that were significant

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to expert scientists.

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Now here, I want to share the stage with someone quite special. Right?

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She was one of the young people who was involved in this study,

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and she's now one of the youngest published scientists

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in the world. Right? She will now, once she comes onto stage,

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will be the youngest person to ever speak at TED. Right?

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Now, science and asking questions is about courage.

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Now she is the personification of courage, because she's

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going to stand up here and talk to you all.

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So Amy, would you please come up? (Applause)

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(Applause)

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So Amy's going to help me tell the story of what we call

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the Blackawton Bees Project, and first she's going to tell you

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the question that they came up with. So go ahead, Amy.

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Amy O'Toole: Thank you, Beau. We thought

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that it was easy to see the link between humans and apes

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in the way that we think, because we look alike.

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But we wondered if there's a possible link

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with other animals. It'd be amazing if humans and bees

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thought similar, since they seem so different from us.

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So we asked if humans and bees might solve

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complex problems in the same way.

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Really, we wanted to know if bees can also adapt

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themselves to new situations using previously learned rules

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and conditions. So what if bees can think like us?

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Well, it'd be amazing, since we're talking about an insect

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with only one million brain cells.

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But it actually makes a lot of sense they should,

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because bees, like us, can recognize a good flower

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regardless of the time of day, the light, the weather,

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or from any angle they approach it from. (Applause)

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BL: So the next step was to design an experiment,

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which is a game. So the kids went off and they designed

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this experiment, and so -- well, game -- and so,

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Amy, can you tell us what the game was,

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and the puzzle that you set the bees?

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AO: The puzzle we came up with was an if-then rule.

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We asked the bees to learn not just to go to a certain color,

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but to a certain color flower only

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when it's in a certain pattern.

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They were only rewarded if they went to the yellow flowers

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if the yellow flowers were surrounded by the blue,

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or if the blue flowers were surrounded by the yellow.

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Now there's a number of different rules the bees can learn

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to solve this puzzle. The interesting question is, which?

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What was really exciting about this project was we,

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and Beau, had no idea whether it would work.

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It was completely new, and no one had done it before,

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including adults. (Laughter)

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BL: Including the teachers, and that was really hard for the teachers.

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It's easy for a scientist to go in and not have a clue what he's doing,

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because that's what we do in the lab, but for a teacher

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not to know what's going to happen at the end of the day --

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so much of the credit goes to Dave Strudwick, who was

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the collaborator on this project. Okay?

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So I'm not going to go through the whole details of the study

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because actually you can read about it, but the next step

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is observation. So here are some of the students

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doing the observations. They're recording the data

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of where the bees fly.

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(Video) Dave Strudwick: So what we're going to do —Student: 5C.

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Dave Strudwick: Is she still going up here?Student: Yeah.

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Dave Strudwick: So you keep track of each.Student: Henry, can you help me here?

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BL: "Can you help me, Henry?" What good scientist says that, right?

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Student: There's two up there.

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And three in here.

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BL: Right? So we've got our observations. We've got our data.

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They do the simple mathematics, averaging, etc., etc.

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And now we want to share. That's the next step.

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So we're going to write this up and try to submit this

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for publication. Right? So we have to write it up.

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So we go, of course, to the pub. All right? (Laughter)

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The one on the left is mine, okay? (Laughter)

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Now, I tell them, a paper has four different sections:

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an introduction, a methods, a results, a discussion.

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The introduction says, what's the question and why?

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Methods, what did you do? Results, what was the observation?

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And the discussion is, who cares? Right?

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That's a science paper, basically. (Laughter)

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So the kids give me the words, right? I put it into a narrative,

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which means that this paper is written in kidspeak.

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It's not written by me. It's written by Amy

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and the other students in the class. As a consequence,

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this science paper begins, "Once upon a time ... " (Laughter)

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The results section, it says: "Training phase, the puzzle ... duh duh duuuuuhhh." Right? (Laughter)

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And the methods, it says, "Then we put the bees

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into the fridge (and made bee pie)," smiley face. Right? (Laughter)

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This is a science paper. We're going to try to get it published.

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So here's the title page. We have a number of authors there.

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All the ones in bold are eight to 10 years old.

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The first author is Blackawton Primary School, because

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if it were ever referenced, it would be "Blackawton et al,"

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and not one individual. So we submit it to a public access journal,

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and it says this. It said many things, but it said this.

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"I'm afraid the paper fails our initial quality control checks in several different ways." (Laughter)

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In other words, it starts off "once upon a time,"

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the figures are in crayon, etc. (Laughter)

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So we said, we'll get it reviewed. So I sent it to Dale Purves,

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who is at the National Academy of Science, one of the leading neuroscientists in the world,

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and he says, "This is the most original science paper I have ever read" — (Laughter) —

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"and it certainly deserves wide exposure."

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Larry Maloney, expert in vision, says, "The paper is magnificent.

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The work would be publishable if done by adults."

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So what did we do? We send it back to the editor.

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They say no.

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So we asked Larry and Natalie Hempel to write

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a commentary situating the findings for scientists, right,

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putting in the references, and we submit it to Biology Letters.

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And there, it was reviewed by five independent referees,

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and it was published. Okay? (Applause)

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(Applause)

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It took four months to do the science,

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two years to get it published. (Laughter)

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Typical science, actually, right? So this makes Amy and

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her friends the youngest published scientists in the world.

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What was the feedback like?

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Well, it was published two days before Christmas,

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downloaded 30,000 times in the first day, right?

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It was the Editors' Choice in Science, which is a top science magazine.

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It's forever freely accessible by Biology Letters.

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It's the only paper that will ever be freely accessible by this journal.

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Last year, it was the second-most downloaded paper

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by Biology Letters, and the feedback from not just scientists

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and teachers but the public as well.

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And I'll just read one.

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"I have read 'Blackawton Bees' recently. I don't have

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words to explain exactly how I am feeling right now.

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What you guys have done is real, true and amazing.

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Curiosity, interest, innocence and zeal are the most basic

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and most important things to do science.

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Who else can have these qualities more than children?

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Please congratulate your children's team from my side."

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So I'd like to conclude with a physical metaphor.

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Can I do it on you? (Laughter)

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Oh yeah, yeah, yeah, come on. Yeah yeah. Okay.

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Now, science is about taking risks, so this is an incredible risk, right? (Laughter)

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For me, not for him. Right? Because we've only done this once before. (Laughter)

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And you like technology, right?

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Shimon Schocken: Right, but I like myself.

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BL: This is the epitome of technology. Right. Okay.

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Now ... (Laughter)

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Okay. (Laughter)

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Now, we're going to do a little demonstration, right?

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You have to close your eyes, and you have to point

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where you hear me clapping. All right?

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(Clapping)

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(Clapping)

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Okay, how about if everyone over there shouts. One, two, three?

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Audience: (Shouts)

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(Laughter)

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(Shouts) (Laughter)

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Brilliant. Now, open your eyes. We'll do it one more time.

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Everyone over there shout. (Shouts)

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Where's the sound coming from? (Laughter) (Applause)

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Thank you very much. (Applause)

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What's the point? The point is what science does for us.

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Right? We normally walk through life responding,

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but if we ever want to do anything different, we have to

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step into uncertainty. When he opened his eyes,

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he was able to see the world in a new way.

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That's what science offers us. It offers the possibility

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to step on uncertainty through the process of play, right?

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Now, true science education I think should be about

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giving people a voice and enabling to express that voice,

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so I've asked Amy to be the last voice in this short story.

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So, Amy?

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AO: This project was really exciting for me,

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because it brought the process of discovery to life,

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and it showed me that anyone, and I mean anyone,

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has the potential to discover something new,

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and that a small question can lead into a big discovery.

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Changing the way a person thinks about something

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can be easy or hard. It all depends on the way the person

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feels about change.

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But changing the way I thought about science was

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surprisingly easy. Once we played the games

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and then started to think about the puzzle,

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I then realized that science isn't just a boring subject,

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and that anyone can discover something new.

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You just need an opportunity. My opportunity came

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in the form of Beau, and the Blackawton Bee Project.

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Thank you.BL: Thank you very much. (Applause)

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(Applause)