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b'Nita Farahany is one of those people that I get the pleasure of interviewing that when I read her bio or hear her speak or read her stuff, I\\u2019m thinking to myself how the heck am I going to interview this person who is ten times smarter and more accomplished than I am. And that is the truth, I\\u2019m not just lowering my intelligence for the sake of this conversation or this introduction; it is how I feel. I get nervous and anxious talking to people like Nita. And so, I\\u2019m going to give you Nita\\u2019s bio, and then I want you to listen to this conversation. And more than the bio and more than the information and knowledge and wisdom that she shares, what I appreciate about Nita is how down to earth she was. And I\\u2019ve seen her in person on stage, I\\u2019ve watched TED Talks, I\\u2019ve read her book, and I think if you\\u2019re sitting back and receiving that content when she\\u2019s in performance mode, it is awe inspiring. She\\u2019s someone who\\u2019s brilliant and shares her brilliance in an efficient, profound way, which I really struggle with. And once again, this conversation is about as authentic, genuine, real, vulnerable, as any that I\\u2019ve had. And so, her capacity to share her knowledge and wisdom in a setting where she\\u2019s expected to do so, at a level that is just extremely high, as a world-class thinker, is incredible. And then her ability to bring it down to earth and share it with people like myself is really what I\\u2019m truly grateful for.\\nSo, here\\u2019s her bio: she\\u2019s a pioneering futurist and authority on laws, ethics, and technology. She\\u2019s a distinguished professor of law and philosophy and founding director of Duke University\\u2019s Science and Society Initiative. In her book, The Battle for Your Brain, which we discuss quite frequently in this conversation, she champions cognitive liberty, which is really at the core of today\\u2019s conversation. And a lot of Nita\\u2019s work is around this framework, this ideology, this thought, this concept, of cognitive liberty and how that shakes up and shows itself in a digital era, a digital environment, that we are all living in. Her insights shared from TED stages to global policy forums, guide responsible advancements in science and technology. Her background educationally: she received an AB in Genetics, Cell, and Development Biology from Dartmouth, an ALM in Biology from Harvard, a JD and MA from Duke University, as well as a PhD in Philosophy.\\nYou\\u2019re going to love this conversation. We go into parenting, we go into philosophy, we go into ethics, we really run a broad range of subjects, and I love people with range, so I know you\\u2019re going to love Nina too.\\n\\xa0\\nNita had a number of amazing insights during our conversation. Some of them include:\\n\\u201cEverything gets filtered through a lens for me of kids\\u201d (8:30).\\n\\u201cI have girls, and I [want them to see] it\\u2019s okay to have a career and it\\u2019s okay to have times that are about developing that career\\u201d (10:40).\\n\\u201cI say no a lot to external opportunities, especially when my kids are young\\u201d (11:20).\\n\\u201cFor any working parent with children, we feel that struggle all the time of how do you show up for your kids in ways that are meaningful and impactful and how do you have the impact you want to have on the world, which also could change the world you\\u2019re creating for them, not just at the micro level but at the macro level as well?\\u201d (12:10).\\n\\u201cWhen I say that I arm myself with knowledge, that doesn\\u2019t come just from books\\u201d (14:05).\\n\\u201cA parent who thinks they know everything is quickly schooled by their children that they know nothing at all\\u201d (15:25).\\n\\u201cThe biggest thing I\\u2019ve had to grapple with as a parent is being less of a control freak\\u201d (16:05).\\n\\u201cI hope my kids feel like they have the freedom to figure out who they are and what they\\u2019re passionate about and know that no matter what I\\u2019m there behind them\\u201d (24:05).\\n\\u201cSometimes we become so comfortable in our lesson plans that we forget what we\\u2019re trying to teach\\u201d (26:15).\\n\\u201cUltimately what we\\u2019re trying to teach is people thinking freely so they can'