I just grew up liking computers and stuff like that. Mainly cool

Hearken, O children of generations yet unborn, and attend to the words of Thomas Middleditch, who spoke with the candid simplicity of one drawn to curiosity and play: “I just grew up liking computers and stuff like that. Mainly cool stuff, like video games.” In these words lies a meditation on curiosity, exploration, and the seeds of creativity, a truth as enduring as the apprentices who, in ancient guilds, first discovered their passions through hands-on engagement with the tools of their craft.

Consider first the innate human attraction to novelty and play. Middleditch recalls an early fascination with computers, not for duty or obligation, but for the thrill of discovery. The ancients understood that play is a conduit for learning: Greek youths practiced athletics not solely for competition, but to cultivate skill, discipline, and strategic thought. Similarly, the engagement with video games and technology is more than amusement—it is the cultivation of problem-solving, dexterity, and imagination. Curiosity nurtured in youth becomes the foundation of mastery.

The phrase “liking computers and stuff” emphasizes the organic, self-directed nature of learning. Many great inventors and thinkers—Leonardo da Vinci, Archimedes, and al-Khwarizmi—began by following their fascination rather than any imposed curriculum. Their early play with materials, mechanisms, and numbers set the stage for profound contributions to human knowledge. Middleditch’s experience reminds us that the passions we pursue in freedom often shape the course of our lives.

Middleditch also highlights the joy of engagement with “cool stuff”, a recognition that passion thrives when it is enjoyable and meaningful to the learner. The ancients cultivated this principle through apprenticeships, where young minds learned through fascination with craft, not merely through rote instruction. Video games, computers, and interactive technologies provide a similar arena, fostering creativity, strategy, and innovation in ways that formal learning alone cannot.

Consider the story of Ada Lovelace, who as a young woman was captivated by mathematics and mechanical computation. Her early curiosity, encouraged and nurtured, eventually led her to write the first algorithm intended for a machine—the Analytical Engine. Middleditch’s words echo this lesson: early engagement with one’s interests, no matter how playful or “cool,” can become the foundation of extraordinary achievement.

From this reflection emerges a timeless lesson: pursue what fascinates you, for curiosity is the fuel of creativity and growth. The things that delight and engage the mind in youth often shape skills, perspectives, and innovations in adulthood. Middleditch’s candid recollection reminds us that inspiration is frequently born of joy, play, and exploration.

Practical action flows naturally from this wisdom. Encourage exploration of interests without judgment or restriction. Provide children and learners with access to tools, games, and technologies that spark imagination. Cultivate curiosity in yourself by experimenting, creating, and engaging with what captivates your mind. Passion nurtured early becomes the foundation of skill, insight, and future innovation.

Finally, remember the eternal truth: the seeds of mastery often lie in the simple joys of fascination and play. Thomas Middleditch’s words are a clarion call: follow your curiosity, engage with what excites you, and honor the joy of discovery, for it is in the freedom to explore that greatness is born and creativity endures.

If you wish, I can also craft a narration-ready version of this reflection, with rises and falls that capture the joy, wonder, and formative power of Middleditch’s insight.