I would say that as long as you're not vendor-locked in, we should be free to experiment with pretty much any technological application in a group setting. Because even if those technologies may carry downsides, the group setting is the only setting, in a peer-to-peer way, where the young people will nonetheless be exposed to those harms, with other people, and panic together and figure out how to overcome it. There's just no other way. Right? So I think the group-setting experimentation with technology in a way that does not lock people in is very important, which is why in Taiwan we work on procurement rules to ensure that the data again is soil, not oil. So the personal data is not extracted outside of Taiwan, outside of their communities, but the community, including classrooms, own the data, and they run, for example, AirBoxes that measure air quality and water quality, noise level, and so on, and learn about data stewardship, learn about distributed ledgers, learn about collective sense-making and then decision-making. Maybe start some referendums together. Some schools actually did do that — water quality. And all this stems from the fact that the data for them is regenerative, is soil, not oil. So if we make this the procurement standard, if the teachers in the classroom learn to work with this kind of censorship-resistant, open, private and secure technology, then there's just no wrong road. You may be zigzagging a little bit, but that is good exposure for the young people. What I mostly worry is that there's some top-down edict saying only this solution is good. And then you sacrifice all your kind of communitarian sovereignty in the service of the solution of the day. And it turns out that it's not a good solution. That is the monoculture, the singularity, that I want people to be wary of.