 Well, this is your second time at the Nexus Institute. What do you think makes the Institute special? And why do you think it's important that it exists? I think there's many reasons for that. The first and absolutely first and foremost is Rob Riemen, who is an absolutely crucial figure, I think, in Europe generally at the moment, who one of the very few people I know that has the courage to question things that nobody actually dares to question and to say things that nobody dares to say. And raise discussions on subjects which are absolutely crucial from a point of view which is not biased but actually interested in a true and sincere exchange on those matters, and that's the only way to actually come forward and reach any sort of progress on political, cultural and social themes. And I tremendously admire his work, and I think that his work basically gives a spirit to the Institute in many, many ways. And I think it's very important that a place which is not affiliated with a particular direction but just with the sheer interest of questioning things and creating such different situations and contexts where such a discussion, such an exchange can happen exists. I think very, very often these things happen with a certain agenda, with a certain goal. And I think the most beautiful thing about all Nexus projects that I've been either involved with or have seen that you never know what's going to happen. There is no clear goal with it. The idea is to bring a very, very diverse group of people together, throw them at each other and see what happens. You know you will be further than where you started and I think that's extremely important. Thank you for that. What has Nexus meant to you personally? It meant many different things. First of all, I will never forget the day when a few years ago Rob suddenly calls me up and says, well, Mr. Salomon just cancelled. Would you step in and do this master class with the members of the Concertgebouwork Orchestra on Mahler? And I was, first of all, completely overwhelmed by that. I mean, I was very, very young and it was a huge responsibility as well considering, first of all, the topic. And the fact that somebody saw in my work the sort of let's say the true core of it and gave me that chance and had trusted me with that kind of task was, first of all, very moving and important for me personally but also showed me that there is actual interest in the kind of discussion I would like to raise. And it's very rare to find people that are interested or willing to risk to that extent that just say I don't care if this person is famous, I don't care if this person has the right political connections. It's about I think that what this person is doing is right and it has to be supported and threw me straight into the most, I would say, most critical and in a way, in many ways also sort of dangerous, let's say, spot and said go do your thing and knew that it's going to work out. And that is, that courage is something I tremendously admire and I have in many ways seen it also as an example to follow in my own work and try to promote and encourage people that I believe in regardless of where they come from and what they have already achieved. Wonderful. My final question, this symposium that we are having right now it's about building, about education. What do you consider essential in any education? I think I could talk for three hours to answer that question. Oh dear. I'll tell you just one anecdote which I think will summarize the whole thing. When Rob asked me to write this essay, I first of all wrote on something completely different from what he asked me to write on. That's what usually happens. But just out of, as my very first initiative was I wanted to look up in the dictionary in a thesaurus and see what is the definition in a typical English dictionary of education. And then it says something along the lines of the act of teaching somebody something in a school. And I remember I was so shocked by that sentence. Basically, so the stuff you learn in school is what a dictionary sees as education. That was for me the first impulse to actually question what is it that we are giving or we are in a way leaving for the next generations to have. What is our cultural identity? What is knowledge? How do we define knowledge? We are living in times where I think most people consider information to be knowledge. And that is something that I think is profoundly mistaken. And what does knowledge actually become? And I found the whole occupation with this topic extremely inspiring to realize that knowledge has very little to do with facts and with information and education has also in its broader sense very little to do with knowledge but with an actual form of identity. And on that I could elaborate at length. I'll let you do that in this symposium. Thank you very much. Thank you.