Ruby Pittman had early exposure to the meaning and inclusive utility of technology and art from her family and surrounding communities. From early years she built, danced, and explored. While in home school she entered science fairs exploring space and chemistry and eventually co-led her high school's Science Olympiad club. She spent upwards of 30 hours a week in dance classes on top of APs, clubs, and yearbook and is noted to have built schoolwork fortresses out of cardboard boxes and hot glue with skills she learned from her mom, using circuits to create necessary workspace ventilation via fan with circuitry kits gifted by her dad.

In college balancing work in the arts and eventually energy, she took courses that interested her and wanted to involve herself in future-driving endeavors from the get-go. It was in Milne's where she collaborated with classmates, on topics ranging from the origins of education to future-proof curriculum planning.

Most of the class' students, with pre-college educational backgrounds ranging from international Montessori to Reggio Emilia to U.S. public school, were studying to become educators or explore the ethics of access in the education space. As a student of NYU's engineering school, Pittman took that as an immense learning opportunity and brought in resources to expose the class to concepts like the ethics of computer chips in humans and the implications for educational records on the blockchain. One of her final writings for the class was on Regio Emilia's Diario model and use cases for immutable record-keeping and data living with the student. She was able to see clearly how many actual educators of different generations were not included in how specific technology whether it be the exclusive study of human-computing or called Neuralink. Regardless of the technical terminology, for Pittman, it boils down to humans and education and requires a more inclusive approach. She once wrote, "We are not wasting time if we slow down to include more who will meaningfully experience the future and can help preserve it as well." Milne fed her curiosity and class discussion on technology and science in education. Along with having authored several books, (one called 'The Invention of Science: Why History of Science Matters for the Classroom'), Milne actively shared tailored resources and took a keen interest in Pittman's ponderings and classroom additions. This was also an important time for observation and study for Ruby to understand technology's implications and her life's mission.

Throughout school and as a lifelong learner, Pittman has collaborated with and challenged her peers to actively course-correct their futures. These efforts have encouraged well-roundedness and resourcefulness from wherever she and peer's have found themselves interest-wise or socioeconomically. At 22, she hopes to get to v2048 with all of you and to build a community around future-thinking that includes as many different perspectives as possible.

Pittman believes that "the future should be created by as many people that it includes as possible." This notion drives what she holds strongly is what she calls a "form meets function attention for future building and ambitious endeavors, especially where there can be applications of crowdsourced visions or the building of technology or new methods in saturated or underutilized market spaces."