在新冠肺炎隔离和全球大流行中，纳德独自努力适应生活。他唯一的伴侣是谷歌家庭中心系统。当面对无法和他所爱的人在一起的现实时，谷歌是否足以阻止他失去所有的希望？“嘿，谷歌”的灵感来源于新冠肺炎时代的现实生活锁定和自我隔离的故事。探索人类与人工智能在自我孤立和孤独时期的关系。

该作品通过“挪⽤”已存在于Google Earth软件上来⾃世界各地⽤户上传的全景图像，来伪造⼀段记忆的复现。全景图像会制造缝隙记忆也会篡改的发⽣。以此来探讨集体记忆和私⼈记忆的交叠，及当今时代公共空间向互联⽹络的迁移。

在新冠肺炎隔离和全球大流行中，纳德独自努力适应生活。他唯一的伴侣是谷歌家庭中心系统。当面对无法和他所爱的人在一起的现实时，谷歌是否足以阻止他失去所有的希望？“嘿，谷歌”的灵感来源于新冠肺炎时代的现实生活锁定和自我隔离的故事。探索人类与人工智能在自我孤立和孤独时期的关系。

该作品通过“挪⽤”已存在于Google Earth软件上来⾃世界各地⽤户上传的全景图像，来伪造⼀段记忆的复现。全景图像会制造缝隙记忆也会篡改的发⽣。以此来探讨集体记忆和私⼈记忆的交叠，及当今时代公共空间向互联⽹络的迁移。

都说人类从未放弃巴别塔之梦。20 世纪30 年代着名科幻作家威尔斯的《世界大脑》预言，70 年后由智能先锋谷歌变相实现。一个要把全世界书籍扫描贮藏，旷古绝今的智库建设计划，其实已在我们半知不晓下火速进行。12 年来，数以百万计被收藏的书籍被侵犯版权，计划背后隐约浮现的超级人工智能图像，都令人惊惧交集，疑怒不休。一场紧繫知识意义和人类文化前途的划时代官司，如尖刀剖开文明之梦想两难。「待我谷歌一下」的日常琐语从此显得曲折而沉重。

都说人类从未放弃巴别塔之梦。20 世纪30 年代着名科幻作家威尔斯的《世界大脑》预言，70 年后由智能先锋谷歌变相实现。一个要把全世界书籍扫描贮藏，旷古绝今的智库建设计划，其实已在我们半知不晓下火速进行。12 年来，数以百万计被收藏的书籍被侵犯版权，计划背后隐约浮现的超级人工智能图像，都令人惊惧交集，疑怒不休。一场紧繫知识意义和人类文化前途的划时代官司，如尖刀剖开文明之梦想两难。「待我谷歌一下」的日常琐语从此显得曲折而沉重。

Kiarostami presents two cases for talking heads to evaluate in terms of morality, rights and responsibilities. Case One: Your son is in class, sitting in the back row. His teacher is writing on the board. A restless student in the back row makes a lot of noise. Not knowing who the culprit is, the teacher makes all the children sitting in the last two rows stay outside of the class until the weekend, unless they tell him who made the noise. After a few days spent outside of the classroom, your son relents and tattles on the boy who made the noise, so he can go back in and continue learning. Was he in the right? Case Two: The other students from the back row wait out the rest of the week outside of the class, before returning. Were they in the right?

Kiarostami presents two cases for talking heads to evaluate in terms of morality, rights and responsibilities. Case One: Your son is in class, sitting in the back row. His teacher is writing on the board. A restless student in the back row makes a lot of noise. Not knowing who the culprit is, the teacher makes all the children sitting in the last two rows stay outside of the class until the weekend, unless they tell him who made the noise. After a few days spent outside of the classroom, your son relents and tattles on the boy who made the noise, so he can go back in and continue learning. Was he in the right? Case Two: The other students from the back row wait out the rest of the week outside of the class, before returning. Were they in the right?