began for me being born and raised in hitler's germany where i went to a to escape germany i was put on a kinda transport about six months after i arrived six days before world war two in england was put on a train to go to leeds on a moving train no less told to the i couldn't understand a word he was saying i guess you have plenty of company to write and then all i did was gone bathroom cry and then in one thousand leeds in the morning before you had class the headmaster would speak in his yorkshire english which is like where i do you go where there is somebody else and i learned you know my spoke one and germany the states had not gone to war you and i had never been on a ship and had my own situation cope with this experience that's an interesting question it was different in different parts of the world for example when i arrived in the group was invaded by the germans and the whole hold me responsible for their problems and their country's problems so i was pretty much rejected by the kids initially it wasn't until a house parent who was not from austria became in charge that things settled more down in the home but i found the same thing happening in the united states that because i spoke with a british accent in school you're an outsider your real outsider and what happens is that it was hard to become  do you think it could ever happen again in the society unfortunately it's happening not only here but through globally and what should be happening is that we really learn from each other and that is very hard for us to really you were raised what the culture and the system was likely and how much you've been exposed to absolutely and your family is  first teacher in if your family is destroyed and taken away from you what do you do you hope you will be children's play over time i love playing in the sandbox but then they had signs up do model out to play in the sandbox was freely there for a billion method was exported from germany to the united states actually and  followed for methodology in the united states love playing current play how do you bridge the gap between say a five year old  fifteen year old a twenty five year old forty five year old that's a crime i mean you know let's put it this way it's going to be hard pressed to see a thirty five year old although playing in a sandbox but this is well not really as recently as last yea r i work with the cambridge city council in looking at the whole that whole issue of play demonstrated in the gallery of city hall in cambridge and had children and adults played together but wasn't a wall moved up and down magnetically they could roll things they could construct together they they played together they painted together they read together so that the emphasis was interaction we tend to fragment society to the point where the lefty it doesn't talk to the when in fact we should be thinking holistically about how to create a playground that rink that is inclusive not exclusive and we tend to have infants over here that toddlers over here and remove are now up to the thirty five year olds but god forbid that the thirty five year old plays with the five year old right now is the question what was the reaction of your thirty five year old girls when they were done playing with the five year old's interest after they were done  benefits ok that that everybody derives from it and i think what's important is are you a grandfather if you're not a family member but you're asking the wonderful question because we now have over the last two decades establish bo playgrounds architects in architectural schools taught about boundless settings and a project place in new york city has been working at developing really with people in cities urban areas bourbon rural areas places where you where becomes inclusive rather than an exclusive experience so that i remember george washington square playgrounds in new york serving they ha in holland you have huge chessboard in a park where they all play together in berlin they have a playground where there you are stablish a different way of connecting human beings together the parlous playground by the way addresses the very issue  include young kids that have physical disabilities or mental disabilities does that include them also or of course yes exactly it was  making for mentally affected people or people with handicapping conditions now how do you implement this program etc since we live in the digital age  mit media lab well the two should be talking to each other because the media lab talks about that very thing the but it's ridiculous right and and part of it is a problem that we need to learn together we don't have learning  and may need new methodology new ways of thinking new ways of bringing people together as learning communities  maybe not call it but i call it learning club but whatever is appropriate language for that particular levering in order to connect human beings to human beings including the cellphone i mean there are good things about it they're horrible things about it and somehow we need to have small is beautiful and small is beautiful really talks about the fact that we need to move again bill human connection and what they have done recycling if you well the energy right in the community and somehow we need to take your gifts and my gifts and re circle cycle that in our own neighborhoods and jamaica plain in boston is perhaps the best illustration there are where there is the institute for policy they look at power to read generate things in in a community through people through spaces and places that would do that because when i went to the happier you are you know we don't hear there is no a new way of making state budgets actually arriving at such things as health education welfare and happiness mothers and it's called g i peter guarantee indicators well i think we need to break down the barriers that we have created we have such high fences literally as well figuratively that we build between among people we don't focus on neighborhood development family supporting families