Brains Inventing Themselves

TRANSGRESSIONS - CULTURAL STUDIES AND EDUCATION
Choice and Engaged Learning

Conrad P. Pritscher
Neuroscience has found that neuroplasticity of brain cells allows brains to invent
themselves. Remodeling of brains can be facilitated by schools and universities.
What may be done to accelerate that positive inventing so as to prepare for rapidly
accelerating change? As an IBM advertisement reads: It is time to ask smarter
questions. This book helps the reader do that.
What is worse than being blind to something? Being blind to your blindness says
Eric Haseltine who has worked for both Disney and the National Security Agency.
Being blind to what our brains can do is slowly changing. Brain researchers recently
found that we can now be our own subjects of brain experimentation. Research
shows how one can change ones brain by changing ones mind.
Brains Inventing Themselves
TRANSGRESSIONS - CULTURAL STUDIES AND EDUCATION
In her 2010 high school valedictorian speech Erica Goldson courageously said: The
majority of students are put through the same brainwashing techniques in order to
create a complacent labor force working in the interests of large corporations and
secretive government, and worst of all, they are completely unaware of it.
This book shows professors, teachers, parents, and interested citizens how students
can become aware and reach higher levels of consciousness.
SensePublishers
TCSE 78
Conrad P. Pritscher
ISBN 978-94-6091-706-6
Brains Inventing
Themselves
Conrad P. Pritscher
TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION

Volume 78
Series Editor:
Shirley R. Steinberg, University of Calgary, Canada
Founding Editor:
Joe L. Kincheloe (1950-2008) The Paulo and Nita Freire International
Project for Critical Pedagogy
Editorial Board
Jon Austin, University of Southern Queensland, Australia
Norman Denzin, University of Illinois, Champaign-Urbana, USA
Rhonda Hammer, University of California Los Angeles, USA
Nikos Metallinos, Concordia University, Canada
Christine Quail, McMaster University, Canada
Ki Wan Sung, Kyung Hee University, Seoul, Korea
This book series is dedicated to the radical love and actions of Paulo Freire, Jesus Pato Gomez, and Joe L.
Kincheloe.
Cultural studies provides an analytical toolbox for both making sense of educational practice and extending the
insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and
Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of
teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies
and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection
of cultural studies and education. The editors and the authors of this series do not assume that the interaction of
cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection
of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and
educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative.
The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that
have for too long undermined efforts to think of educational practices by providing other words, new
languages, and fresh metaphors. Operating in an interdisciplinary cosmos, Transgressions: Cultural Studies and
Education is dedicated to exploring the ways cultural studies enhances the study and practice of education.
With this in mind the series focuses in a non-exclusive way on popular culture as well as other dimensions of
cultural studies including social theory, social justice and positionality, cultural dimensions of technological
innovation, new media and media literacy, new forms of oppression emerging in an electronic hyperreality,
and postcolonial global concerns. With these concerns in mind cultural studies scholars often argue that the
realm of popular culture is the most powerful educational force in contemporary culture. Indeed, in the twentyfirst century this pedagogical dynamic is sweeping through the entire world. Educators, they believe, must
understand these emerging realities in order to gain an important voice in the pedagogical conversation.
Without an understanding of cultural pedagogys (education that takes place outside of formal schooling)
role in the shaping of individual identityyouth identity in particularthe role educators play in the lives of
their students will continue to fade. Why do so many of our students feel that life is incomprehensible and
devoid of meaning? What does it mean, teachers wonder, when young people are unable to describe their
moods, their affective affiliation to the society around them. Meanings provided young people by mainstream
institutions often do little to help them deal with their affective complexity, their difficulty negotiating the rift
between meaning and affect. School knowledge and educational expectations seem as anachronistic as a ditto
machine, not that learning ways of rational thought and making sense of the world are unimportant.
But school knowledge and educational expectations often have little to offer students about making sense
of the way they feel, the way their affective lives are shaped. In no way do we argue that analysis of the
production of youth in an electronic mediated world demands some touchy-feely educational superficiality.
What is needed in this context is a rigorous analysis of the interrelationship between pedagogy, popular
culture, meaning making, and youth subjectivity. In an era marked by youth depression, violence, and suicide
such insights become extremely important, even life saving. Pessimism about the future is the common sense
of many contemporary youth with its concomitant feeling that no one can make a difference.
If affective production can be shaped to reflect these perspectives, then it can be reshaped to lay the
groundwork for optimism, passionate commitment, and transformative educational and political activity. In
these ways cultural studies adds a dimension to the work of education unfilled by any other sub-discipline.
This is what Transgressions: Cultural Studies and Education seeks to produceliterature on these issues that
makes a difference. It seeks to publish studies that help those who work with young people, those individuals
involved in the disciplines that study children and youth, and young people themselves improve their lives in
these bizarre times.

Conrad P. Pritscher
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6091-706-6 (paperback)

ISBN: 978-94-6091-707-3 (hardback)
ISBN: 978-94-6091-708-0 (e-book)
Published by: Sense Publishers,

P.O. Box 21858,
3001 AW Rotterdam,
The Netherlands
www.sensepublishers.com
Printed on acid-free paper
All Rights Reserved 2011 Sense Publishers

No part of this work may be reproduced, stored in a retrieval system, or transmitted in any
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for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Back and inside covers
vii
Acknowledgements
ix
Foreword
xi
Prologue
xvii
1. Learning and process
2. Logic and value judgements
23
3. Belief and action
43
4. Covering and uncovering material
57
5. Wonder
77
6. Nonsense, awareness, and clarity
87
7. What is not a teacher?
95
8. Harmony arises from discord
101
9. Jim and John
105
10. Freedom and mind opening
111
11. Measures and measuring
119
12. Sane/insane schooling
131
13. More and becoming
145
14 Complex measurement
153
15. Unassuming awareness
159
v
TABLE OF CONTENTS
16. The clear present
171
17. Brains invent consciousness
195
Notes
207
References
215
Index
219
vi
BACK AND INSIDE COVERS
Pritscher has the gift of taking philosophical complexities and making them clear.
As a teacher, I understand exactly what I need to do. This book is exciting because
it is not only about theory, but also about action. I understand that to become a
good teacher I need to become a learner, and act like a learner at all times. My
mind needs to be open and I need to guard against closed mindedness. The book is
not only interesting and worthwhile for what Pritscher has to say but he also has
the unique gift and talent for picking the wisest of thoughts from prominent
thinkers that in turn make us more profound and wise beings ourselves.
Carlo Ricci,
Professor, Nipissing University, Canada,
Author and Editor
Journal of Unschooling and Alternative Learning.
Deftly navigating a course between the Charybdis of rigid standardization and high
stakes testing and the Scylla of narcissistic individualism, Pritscher draws on a
synergistic blend of Eastern and Western philosophy, empirical research and
personal experience to advance a compelling vision of education guided by the
transcendent values of open and collaborative inquiry, responsible individuality
and caring community, reciprocal respect and social justice. It is an absorbing
vision where the potentially centrifugal forces of individual freedom and passion
are both nurtured and constructively channeled by the dynamics of informed
dissent and rational democratic discourse. Once again, at his best, Pritscher is
characteristically know-ledgeable and nuanced, compassionate and clairvoyant,
catalytic and convincing.
Tom Kelly,
Associate Professor of Education and Coordinator of
Adolescent and Young Adult Teacher Education Program,
John Carroll University.
In my work as a child therapist I constantly strive for a capacity I call receptivity.
Conrad Pritscher takes this very idea, and in a prodigious journey through science,
philosophy, spirituality, and education he makes the case that we should assist
teachers in cultivating a receptive disposition so that they may become open, and
hence preserve the precious openness that constitutes a childs imagination. Conrad
argues for a mildly disorienting education experience, one that tolerates uncertainty
and ambiguity, and one that accepts and builds on a childs need to know. Conrad is
not nave to the ways of the world, and he understands all too well the importance of
docile bodies and obedient minds to the functioning of a technocratic society.
However, in the great tradition of Ivan Illich, Paul Goodman, Maxine Greene and
so many others, Conrad can imagine a life otherwise, and we are fortunate that he
has written this book so that others may partake of this vision and begin their own
journeys toward undiscovered places and undreamt of possibilities in their own
vii
BACK AND INSIDE COVERS
lives, and hence in the lives of the children they can touch through parenting
and particularly through teaching in receptive, skeptical, critical - yet always
hospitable ways.
Michael OLoughlin,
Professor, Psychology and Education, Adelphi University.
Michael OLoughlin, is author of The subject of Childhood (2009) and
editor [with Richard Johnson] of Imagining Children Otherwise (2010).
Conrad Pritscher presents here a revolutionary vision of the future of education.
We are taken on a fascinating and elegant exploration of physics, neuroscience,
mathematics and philosophy, all in the service of the wonder and promise of the
new mind. Teachers must read this book, not to make tinkering reforms to schools,
but for the chance to recast themselves and their students as authentic learners,
eager to lead freer, more extraordinary lives. Pritscher hopes for a paradigm
shattering event, a punctuated moment that will profoundly alter compulsory
schooling. With this book, the transformation of our discourse on learning has
already begun.
Steven Taylor,
High School English Teacher, Bolton,
Ontario, Canada.
The premise and insights are fascinating!
Rick Ayers,
Professor, San Francisco State University.
I am amazed, delighted and in awe!! What a wonderful job stringing together so
many of the key concepts that are so fundamental to true education and are now
overlooked by our education policy makers, publishers, administrators, parents,
etc.... You have an amazing command of facts, resources, key ideas. And I am
amazed at how you have succeeded in communicated so many ideas Ive struggled
to communicate for decades. I LOVE YOUR THOUGHTS & WORK!!! Jon
Madian, Author 509 493 1898
In this far-reaching and thought-provoking book, Pritscher pinpoints precisely
where schools go wrong; pushing children to accumulate data is pointless, since
children can access data as well as anyone at the touch of a button. Pritscher argues
instead for the re-invention of education as the exquisite development of multimodal inquiry and open-minded interpretation, as children engaging in continual
wondering and in creating their own connections. Every educator needs to hear
Pritschers message.
Kellie Rolstad,
Professor, Arizona State University.
viii
ACKNOWLEDGEMENTS
I wish to thank my wife Kay, my children, their spouses and my grandchildren

Sarah, Levi, Max, Jackson, Henry, Alex, Jordan, David, Rachel, Joel, Taylor, and
Kurt for providing such a warm, kind, and happy environment.
My friends colleagues and former students at Bowling Green State University
for their support and encouragement.
Paul Sullivan, Leigh Chairelott, Peter Wood and Dan Tutolo for their ideas and
feedback.
Kevin McKenna, Jon Madian, and Tom Pritscher for their most helpful
suggestions.
Erica Goldson for her courage to write such a brilliant valedictorian address.
Steven Taylor and Kellie Rolstad for their generous help, support and vision.
Shirley Steinberg for her help and extraordinary contribution to improving
schooling.
David Doane, Nipun and Viral Mehta for their inexhaustible resourcefulness,
great ideas and inspiration.
Michael OLaughlin, Carlo Ricci, Tom Kelly for their time, effort, support,
brilliance, and wisdom.
ix
FOREWORD
How should we live our lives? How can we become more open-minded? How can
we become our own oracles? How should we raise children? What does education
look like and how can we approach that vision?
Once again Pritscher does not disappoint. In this book he tackles profound and
substantive questions and provides laudable insights. Once again, after reading this
book from Pritscher I have come away enlightened, wiser and inspired. In part, this
book addresses and provides ways to act in response to insightful questions about
how to live, Pritscher writes, Included in that how to live, is how to live
interestingly, how to live remarkably, and how to live in important ways (that
which students could profitably be freed to study) (p. 124). Is there anyone who
does not or should not grapple with these most central questions?
Do you know that feeling when you come to the realization that what you
thought was the case is not the case? Imagine now having that happen over and
over again. That is exactly what it feels like to read Pritschers book. It challenges,
redefines and the best part is that you come away with a sense of hope and
goodwill, a sense of confidence and a desire to act because you know that the
world can be better and you now know what your part in making this happen is.
Pritscher makes the point that acting as if we know things that we do not, works
against our abilities. This argument put forward by Pritscher needs to be taken
seriously if we are truly interested in what he calls comprehensive thinkers (p.
11). If we are interested in education, rather than training, we can no longer pretend
that we know more than we do.
In preparing us for what his book is about, Pritscher tells us What follows is an
attempt to provide conditions, not for new categories, but to open minds to the
possibility of the power of knowing more tentatively: knowing with less certainty:
knowing in a way that may help us know more by being more receptive to what
now seems near impossible (p.10). If we want to move from training to education
and from schooling to learning we need to open our minds rather than continue to
close them. Throughout this book Pritscher offers ways toward becoming more
open minded.
The book is not only interesting and worthwhile for what Pritscher has to say
but he also has the unique gift and talent for picking the wisest of thoughts from
prominent thinkers that in turn make us more profound and wise beings ourselves.
He challenges us to open our minds and embrace discrepancy, which he defines
as an event that varies from a students expectations (p. 31). Discrepancy is not
something to fear, but is a unique opportunity and gift to approaching open
mindedness. For example, to reach a point where one understands that something
can be and not be is to approach open mindedness. Discrepancies are not
necessarily conundrums that need to be solved but opportunities for growth,
creativity and imagination.
Pritscher has the gift of taking philosophical complexities and making them
clear. For example, when he compares bishops to teachers, clarity emerges. He
xi
FOREWORD
quotes Time Magazine, bishops see themselves as teachers, not learners: truth
cannot emerge through consultation (p. 50). In writing this, as a teacher, I
understand exactly what I need to do. This book is exciting because it is not only
about theory, but also about action. I understand that to become a good teacher I
need to become a learner, and act like a learner at all times. My mind needs to be
open and I need to guard against closed mindedness.
In making the connection that wisdom is acting, Pritscher hits on what is the
most important result that mind opening has to offer. Whether we are thinking
about acting as a learner, as a way to understand something, or whether we are
thinking about acting as a way to bettering the world, it needs to be through acting
that this happens; ultimately acting is the key. In other words, in the case of the
former, the best way to learn something is to do it, to act out a genuine situation,
and in the case of the latter the best way to better the world is for each of us to act
better. So, this highlights the importance of acting.
Education is not the same as schooling and if we are interested in open
mindedness, our schools need to change. Pritscher writes, We need more
confidence in our judgment in order to remove the outdated thinking our schools
and universities often generate (p. 100). We need to have the courage to open our
minds beyond what is already there. We cannot simply continue to replicate and
train in absolute ways, but we need to embrace uncertainty. By doing this, If we
accept uncertainty, perhaps we can become more educated. The free atmosphere is
quite uncertain, and accepting that uncertainty helps one become educated, rather
than merely trained (p. 104).
We cannot continue to see people as objects, cogs and resources to exploit, but
we need to see them as ends in themselves. We need to embrace Pritschers
assertion that One is freer when one is ones own authority, and, paradoxically,
one learns to be ones own authority by being ones own authority. One cannot be
ones own authority when one is constrained (p. 104). Similarly, if we want
responsible adults we need to give children the freedom to be responsible. We
learn to be responsible, by being responsible, not by being coerced or bribed or
punished into conforming to a discourse that may or may not be best, but merely
habitual.
We need to understand that indoctrinating people into thinking a certain way
works against open mindedness and ultimately against our best interests. To move
forward we need diversity and innovation and creativity and imagination, not the
status quo; especially, when we take a second to reflect on what the status quo is
for so many people, beings and nonbeings within our world, universe and beyond.
Pritscher writes, Rather, a fuller and more just democracy could more easily
develop where differing views will be heard when unhampered by the social
pressures to think in a certain way. Some fundamentalist rgimes tend to promote
social pressure to think in a certain way (p. 108). This clearly works against open
mindedness, and ultimately our best interests.
After all, Certain absolutes in our history have turned out to be not true (the
earth is not the center of the universe, the atom is not the smallest particle, the
universe is not only composed of matter and energy) (p. 111). For any of us to
xii
FOREWORD
believe that what we believe most fundamentally is unchallengeable and eternal is

to not understand what it means to have an open mind.
In quoting recently deceased historian, Howard Zinn, Pritscher writes: If there
is going to be change, real change, he [Zinn] said, it will have to work its way
from the bottom up, from the people themselves. Thats how change happens.
Pritscher goes on to say that Education, rather than training, will be needed for
changing from the bottom up (p. 113). This is not something that we should fear,
but it is something that we should all embrace. We need to understand that if we
want the world to be a different place, then all we have to do is to act in the way
that we want the world to be, and then the world will simply be that place that we
want.
If we respect humanity, we need to allow people to be their own individuals.
Pritscher says, As a result of not knowing what everyone else knows, we will be
able to examine how to live in more ways, many of which may be more interesting,
remarkable, and important than the narrow ways which are promoted by the
representational, dogmatic, identity view; (the view which most schools and
universities now follow). This identity view promotes obedience to authority rather
than developing one to be ones own oracle (p. 121).
Many believe that the goal of a university is to create new knowledge, and I
would argue that should be an important goal for all education. Currently, Pritscher
argues that Schools now want to make too much sense by only teaching what
everyone else knows. This excessively socializes students into only knowing the
common opinion which leads to groupthink (p. 121). And of course group think is
akin to close mindedness and very far removed from open mindedness, and now
more than ever we need imaginative, creative responses that are generated through
open mindedness and by having people author their own lives.
Open mindedness is not for the weak but for the courageous. Pritscher reminds
us that, It takes courage to go outside the bounds of what is commonly known
because, in days past, going outside the boundaries of what the experts know has
given rise to burnings at the stake, and other severe admonitions (p. 122).
Imagine if schooling were not confined to prison like, undemocratic institutions
and that schooling approached education. What would this look like? In giving us a
response to this question Pritscher quotes Peter W. Cookson Jr., Yale University,
who states: If we stop thinking of schools as buildings and start thinking of
learning as occurring in many different places, we will free ourselves from the
conventional educational model that still dominates our thinking (p. 125). Its as
simple as that. Those with open minds recognize that learning and education is not
limited to a certain space, place and curriculum, but is everywhere, everything, all
the time. What would happen if we took this insight seriously? If we truly
understood, just this one thing?
I see myself as a child advocate and I believe that, unfortunately, children are
among the last acceptably oppressed group and that this shame needs to stop.
Pritscher, quotes Marian Wright Edelman as saying, If we dont stand up for our
children, then we dont stand for much (p.125).
xiii
FOREWORD
By understanding mind openers and what it truly means to be open minded we

could help make a world where young people can be their own oracles. This
writing plunges into the notion that focusing on nonsense (doing things differently)
can help generate more sense (p.6). By turning sense to nonsense and nonsense to
sense we can help young people to unfold and embrace their creativity, imagination
which in turn will help build a better more respectful world.
Again, open mindedness will help, Those prone to fear and aggression, and
those intolerant of ambiguity often think substances and statements about
substances are the same and are permanent (p. 130), to see things differently, and
seeing things differently is something that we desperately need given the pain and
suffering that so many experience.
Learning, most would agree is important, but just as important, we also need to
embrace unlearning. As Pritscher says, At times, unlearning may help people see
bigger chunks of reality (p. 134). He goes on to say that, To many of us are far
too uncomfortable with uncertainty. Our growing needs for certainty since
Aristotle have contributed to our favoring definition as opposed to infinition
(infinition implies a high degrees of openness including nonsense). Of course, we
need balance between infintion and definition. As a result of moving excessively
toward the side of definition, we have tended to close ourselves, and our
experience, and our relations with other people and events (p. 134).
Anyone who has taken the time to be with children knows how inquisitive
and how much they love learning. The sad reality is that formal mainstream
schooling stomps on this enthusiasm. As Pritscher says, That something
needs to change is clear. When we find so many students not loving learning,
not being inquisitive, and wanting to be told what to do, we can conclude that
we have serious problems in our schools and society (p. 145). The solution
to this problem is not a complex one. Unschoolers, natural learners, free
schoolers, those who have attended learner centered democratic schools, and
all of us who understand what it means to spend time in the zone doing what
it is we love to do, understand the solution, as does Pritscher. He writes,
Schools need to focus on developing more awareness, freedom, selfdirection and mind opening (p. 157).
We need to allow people to define for themselves, to become their own
oracles, to unfold in ways that are most natural for them. We need to
understand and embrace Wittgensteins notion of language games and
understand that the world is not something that is independent from us and
there to be discovered but that we construct the world. When we use
language and words we need to understand the dangers of trying to define
words in a precise way. Pritscher writes, Excessive defining is another way
of saying preventing growth and development, or preventing conditions
whereby a person can decide for ones self (p. 147).
I would like to end with powerful questions asked by Pritcher:
Is it fair to ask whether the environment outside of school and university is
90% richer than school and university in terms of generating powerful
xiv
FOREWORD
learning experiences? How many powerful learning experiences are

deferred or lost as a result of schools and universities turning off a love of
learning, openness, and natural inquisitiveness? (p. 162)
And finally, a way that will get us to open mindedness is to avoid
thwarting the love of learning and do what is more natural: See in college
how we thwart the natural love of learning by leaving the natural method of
teaching what each wishes to learn, and insisting that you shall learn what
you have no taste or capacity for. (p. 167)
My wish is that many people will read this book with an open mind and embrace
Pritschers hopeful way of living life.
By Carlo Ricci,
Author and Editor of JUAL (Journal of Un-schooling
and Alternative Learning) (Un-schooling is student directed learning)
http://www.nipissingu.ca/jual
xv
PROLOGUE
Harvard researchers recently were able to reverse the aging process in mice. British
mathematician, Roger Penrose, claims evidence suggests that what we think our
universe may be but one in perhaps an unending, coexisting succession of
undetectable universes. If Penroses evidence is not noise or instrumental error, it
could radically change the way we think about our universe.
A New York Times editorial asks: What do we do about these possibilities?
The answer: To marvel at them and be reminded, once again, that we live in the
universehowever we define itthat contains more wonders then we can begin to
imagine.
Sir Arthur Eddington said: The universe is not only stranger than we imagine.
It is stranger than we can imagine. Ray Kurzweil predicts that in less than 20
years we will have machines with the equivalent mental power of human beings.
Ten years after that, machines will be 1000 times smarter. Kurzweil predicts we
will have 1000 times more technological change in this century than the last. The
first hundred years of technological change will occur by 2014. The next hundred
years of technological change will occur by 2021. Faster change will occur after
that.
Schools and universities are not preparing students to live in a time of rapidly
accelerating change? Do we have time to wait to change what happens in our
classrooms when rapidity of change is accelerating?
Average students in free schools showed they improved on national
standardized tests at two and a half times the national rate. (Education Revolution,
August, 2010.) Free schools, in an ungraded atmosphere, encourage students to
explore what the student finds remarkable, interesting, and important. They are not
tuition free.
Mathematicians have created an infinitesimal to help calculate. An infinitesimal
is too small to measure. Wouldnt it be nice if philosophers, psychologists,
educators, other scientists, and ordinary citizens were attempting to create the
opposite of an infinitesimal; something too large to measure which may amount to
an educators equivalent to a mathematicians zero. This educators zero could help
educators accelerate higher level learning the way the invention of zero, near 750
CE, accelerated operations in math.
These recent findings and projections in some fields have not yet been noticed
by many who operate classrooms in schools and universities. Often unconsciously
running through school activity is an obedience to authority frame. This frame
holds that it is fine to be free as long as one obeys authority. This frame may need
questioning since throughout the ages, the common thread of great thinkers has
been that education is that which helps people become freely self-directing (their
own authorities). As Thomas Jefferson suggested, education is that which will help
one decide for oneself what will secure or endanger ones freedom. As Albert
Einstein said, education is that which helps one think something that cant be
learned from textbooks.
xvii
PROLOGUE
Even in the light of traditional state tests which reveal the achievement range of
seventh graders is from grade 3 to grade 13, our National Governors Conference
believes there should be national standards of content. Forty States already bought
into that idea. Might it be helpful to notice that most fields now contain a virtual
infinite body of content? Recently, discovery of planets in our galaxy moved from
1 to 500: and the satellite Kepler finding a possible 1200 more.
Within the last year astronomers have projected the universe contains
300,000,000,000,000,000,000,000 stars. (Many more than previously projected).
Paradoxically, one astronomer predicted that the same number of human cells now
exist in all humans on earth. Another astronomer suggested that our universe may
be tilting, indicating another universe with gravitational pull.
Many teachers and professors for well over a hundred years have operated on
the basis of mastery of content as a major goal of schooling. Many teachers and
professors dont see themselves as dispensers of information yet that is what they
are. They often do not notice the information is often unasked for. Nor do they
often notice the unconscious coercion when students are forced to follow the
obedience to authority frame, even if it prevents students from developing their
own, possibly more illuminating frame. Controlling students is often a common
mindset in schools and universities which continue to promote the dispensing of
information. The dispensing of unasked for information makes many teachers and
professors the equivalent of, as William Pinar mentions, mail carriers.
Neuroscience has recently revealed the neuroplasticity of brain cells. Brains can
invent themselves. Remodeling of brains can be facilitated by schools and
universities. Reversing negative conditions produced by earlier debilitating
experiences is an aspect of brain inventing. What may be done to accelerate that
positive inventing so as to prepare for rapidly accelerating change? As an IBM
advertisement reads: It is time to ask smarter questions.
What is worse than being blind to something? David Segal mentions Eric
Haseltine, who has worked for both Disney and the National Security Agency,
draws on the findings of evolutionary psychologists to explain to corporations why
they are often unable to see opportunities that are right in front of them. (Haseltine
said) Although we like to believe we know what is going on in our brains, we
know almost nothing about what is going on inside them, he says. Were not only
blind to certain things, but were blind to the fact that were blind to them. That
is changing.
xviii
CHAPTER 1
LEARNING AND PROCESS

Nonsense to Sense
The only means of strengthening ones intellect is to make up ones mind

about nothingto let the mind be a thoroughfare for all thoughts.
John Keats
Accessing information has recently changed. Brad Johnson and Tammy Maxon
McElroy reported that children entering kindergarten now are way beyond their
grandparents in their exposure to information (two years after their grandparents
graduated from high school). Through a cell phone, a ten year old child can access
information more efficiently than our own government could 50 years ago. About
this change, Louise Stoll & Dean Fink stated: Many of our schools are good
schools, if only this were 1965. By giving more attention to some recent
neuroscience and psychological research, teachers and professors can help students
understand more by improving eager, engaged student learning.
Many teachers and professors would disseminate less un-asked-for information
if they noticed how fast the process of accessing information is changing. The
increase is accelerating. What may increase eager, engaged learning is classroom
activity designed to enhance and increase students knowing they know without
someone else telling them? Schools and universities often neglect engaged and
eager learning. Unless the dissemination of un-asked-for information by teachers
and professors is reduced soon, later dissemination reduction may arrive long after
it is relevant. We are quickly approaching a critical mass of classroom activity
producing disinterested learners who need others to tell them what and how to
think. The notion of national standards is evidence that many educators have made
up their minds thus reducing the strength of ones intellect according to Keats and
others.
Engaged brain inventing increases self-directing consciousness, imaginative
behavior, and 6th level learning. Sixth level learning accelerates brain selfinvention (more on p. 21). Not all teacher or professor un-asked-for telling needs
to be eliminated (perhaps only 90%). What is said here relates to courses which
purport to be educational. Training courses can get away with much more
telling and less self-directed open inquiry. The often unnoticed problem is that
most school and university courses now train instead of educate. Training
often produces a product: mark, diploma, job, money. As Bel Kaufman said:
Education is not a product: mark, diploma, job, money, in that order; it is a
process, a never-ending one. An educated person can think something that cant
CHAPTER 1
be learned from textbooks whereas a primarily trained person often cannot.

Neuroscience and other research offer help.
The aim of The 2010 World Congress of Neurotechnology in Rome is to turn
different fields of neuroscienceneurosurgery, neuropsychiatry, neuro-oncology
neuro-economics etc., into a unified tech driven force. The attempt is to create
powerful new means of finding out more about the brain and how it is best used.
The brain often unconsciously blocks unnecessary sensation but how the brain
lets one know what to give attention in various contexts is not known. Students
often know what they find remarkable, interesting and important. Neuroscience
researchers when studying patience, humility, altruism, and concern for the
common good, note these are qualities often associated with what many call
wisdom. It is often agreed that wise people not only know what is important and
what isnt. Wise people do the important things that need doing. The wise avoid
doing that which leads individuals and groups away from doing what is in their
best interest. Michel de Montaigne said: Even if we could be learned with other
mens learning, at least wise we cannot be except by our own wisdom.
Wisdom research implies that an unwise person is often impatient, overly
aggressive, excessively proud, and selfish. How might schools and universities
modify what they do to help students develop wise, discerning judgment?
Discerning judgment is difficult to define but developing it might require a closer
look at connections between various brain functions, including how these functions
affect a closer integration of ones intellect and ones will. Willpower is needed to
strengthen the intellect as Keats suggests. Making up ones mind about nothing
(openness) takes conscious effort.
Jane Lee reports Stanford University researchers said people fall into two
groups. One that believes willpower doesnt run outthat is unlimited. The
second group believes that a person could run out of willpower after a hard task
like taking a final exambecause willpower is limited. Ms. Job, visiting
professor at Stanford, from the University of Zrich, said the finding that
willpower is not a limited resource is pretty powerful conclusion.
Students use of will power is not often directly fostered by universities.
Academically Adrift, by Richard Arum and Josipa Roksa show that according to
their analysis of more than 2,300 undergraduates at twenty-four institutions, 45
percent of these students demonstrate no significant improvement in a range of
skillsincluding critical thinking, complex reasoning, and writingduring their
first two years of college.
While neuroscience is getting us closer to considering aspects of wisdom,
Stephen S. Hall (Wisdom: From Philosophy To Neuroscience) reminds us that we
are still way removed from creating a definition for a curriculum designed to
develop wisdom. Benjamin Franklin wrote in poor Richards almanac: What
signifies knowing the names, if you know not the nature of things. Many
classrooms, at all levels, now primarily focus on knowing names. If you can name
it you know it, no longer holds.
The nature of an event such as learning grammar, or algebra, or how laws are
enforced, only makes sense in terms of the larger context in which one is learning
2
grammar, algebra or how laws are enforced. We need further exploration of

broader contexts, and even of the context of contextualizing. This leads one to
exploring matters such as the nature of nature. This is somewhat ambiguous and
vague as you notice. Not giving attention to these matters, however, at least at
times, can be debilitating to learners and citizens.
No one has perfect knowledge. Hall suggests what distinguishes mere
intelligence from wisdom is the wise person has the ability to exercise good
judgment in the face of imperfect knowledge. Justice Potter Stewarts comment
about pornography: We know it when we see it even if we cant define it, also
applies to wisdom. Awareness (consciousness of self, others, and things) is at the
heart of wisdom. Noticing what one does, rather than what one says, is a way to
notice wisdom.
Hall reports that neuroscience research is backing Montaignes statement that
cheerfulness is a sign of wisdom. Aspects of wisdom such as delayed
gratification and emotional regulation have been studied, but wisdom is given
little attention. A few exceptions are: Paul Baltes (Planck Institute), Ursula
Staudinger (Berlin Wisdom Paradigm), and Robert Sternbergs research.
Sharon Begley (excellent science editor of Newsweek, and author of Train Your
Mind: Change Your Brain: How a New Science Reveals Our Extraordinary
Potential to Transform Ourselves), and other brain researchers are reporting on
how we can change our brains by changing our minds. When we learn, we often
noticeably change our brains. Eager self-directed learning is projected to change
minds more readily. (Eager self-directed, broad learning is projected to be at the
soon to be mentionedhigher (levels 4-6) of the van Rossum and Hamer levels of
learning and knowing.
Some neuroscience and wisdom research shows that a wise person knows when
to follow rules, and also knows when rules do not apply (when and how to follow
the spirit of the law rather than only the narrower letter of the law). Such knowing
is self-directed knowing. Brains inventing themselves are self-directing and are
often eager to continue learning. Scientism will later be seen as not following the
spirit of laws (making up ones mind too quickly).
Psychologist Rick Hansen states that in the last 20 years we have doubled our
understanding of the brain. Much of this research was not more widely known until
the last few years resulting in many teachers and professors lack of awareness of it.
As a result, some teachers and professors are still practicing myths about teaching
and learning. Paying attention to ones present experience has been found to be
helpful for noticing what is important. Neuro-economics researcher Paul Zak found
that people who share and experience gratitude release oxytocin, a hormone known
to relieve stress and improve immune function.
Brain researchers are now reporting there is no self in the brain. Self, some
researchers say, is not a noun and should more accurately be called self-ing as an
activity the brain does. Hansen reports that self-ing is found in 50 areas of the
brain. Those areas also do other things. Hansen reports that when we privilege
self we find human suffering. Einstein thought the true value of a human
being can be found in the degree to which one liberates oneself from ones self.
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(Self-inventing, self-direction, and brains inventing themselves will become more

understandable in the light of what is yet to be said.)
Relating these notions to schooling, Hall reports that several years ago, the
office of undergraduate admissions at Tufts University, asked prospective students
to submit an essay as a means to being accepted at Tufts. Hall reports that this
offered a window into their potential for creativity, practicality, critical thinking,
and wisdom. The questions tend to be whimsical but with lots of rhetorical room to
roam. One year, the question was what is more interesting: guerrillas or gorillas.
Another year the question began by quoting astronomer Edwin Hubble:
Equipped with his five senses, man explores the universe around him and calls
the adventure science, and then asked, using your knowledge of scientific
principles, identify an adventure in science you would like to pursue and tell us
how you would investigate it. The student essays reveal many of the qualities we
have been talking about: the ability to put oneself in somebody elses shoes, the
ability to see social needs larger than oneself, the ability to see the big picture, the
ability to understand the situations, and truths, change with the passage of time.
These abilities, needless to say, are utterly opaque in standardized testing. Until
recently, wisdom researcher Robert Sternberg was Dean of Tufts Arts and
Sciences College.
Few teachers and professors consider providing conditions whereby they can
help their students invent their brains, but Jaron Lanier, a major architect of
Microsofts programming, considers such self-inventing. What kind of teacher
does it take to help students invent their own brains? Einstein thought such an
excellent teacher is one who could help students think something that could not be
learned from textbooks.
A wide variety of educators agree that the teacher is the crucial element in a
students learning environment. Many also agree that good and effective teachers
make positive connections with students. This connecting with students is a
difficult to define process. The connecting process often includes teacher
characteristics of humor, genuineness, vulnerability, and transparency. These
characteristics, while difficult to measure, can be recognized. Because they are so
difficult to measure, schools and universities often do not provide conditions
whereby those characteristics can be developed.
It is projected that teachers whose brains have invented themselves make better
connections with students. It is also projected that those connecting teachers
more readily provide conditions whereby their students brains eagerly invent
themselves.
How can students be successful if teachers are frequently experiencing burnout?
Contributing to teacher burnout are requirements to follow authority which often
includes rigid distribution of un-asked-for information and excessive testing.
Chinese teachers, until recently, were asked to distribute much un-asked-for
information. They are changing.
I do not know if Secretary of Education, Arne Duncan, would agree with
Chinese Premier Wen Jiabao who recently told officials: We must encourage
students to think independently, freely express themselves, get them to believe in
4
themselves, protect and stimulate their imagination and creativityStudents dont

only need knowledge; they have to learn how to act, to use their brains.
In the United States, teachers of teachers lesson plans rarely include experiences
designed to have students become creative and think for themselves. Duncans
Race to the Top requires states to use test scores in teachers evaluation. This is
unreliable and will not produce better teaching/education for the 21st century.
Arne Duncans mission statement, published on the Internet does not deal with
self-direction, open inquiry, or love of learning. He sounds less open than Premier
Win Jiabao in Duncans mission statement on the Internet which says: Promote
Student Achievement and Preparation for Global Competitiveness by Fostering
Educational Excellence and Ensuring Equal Access. Sounds like old, mindsets
which lack vision for the 21st century. Jeevan Vasagar reported in Education
Revolution that the Guardian quoted a British Think Tank which said: The most
successful schools ignore government advice and set their own standards for
effective teaching.
About covering content, Physicist Brian Greene, The Hidden Reality, writes
about knowing the art of knowing what to ignore.
The learner must decide what to ignore. Knowing what to ignore relates to
Einsteins idea of education as that which helps one think something that cant be
learned from textbooks. Some teachers and professors, in their attempts to cover
content, do not seem to know what to ignore. This is especially true when teaching
to the test. It is also true when a teacher or professor believes that his superiors or
authorities in his field think delivery of detailed content is often essential. Green,
when talking about multiple universes, a multi-verse, demonstrates that excessive
detail can trivialize and prevent understanding of a possible larger picture such as a
multi-verse
Top-performing school systems such as those in Finland, recruit, develop, and
retain the top third of their college graduates to be educators. In the United States,
23 percent of new teachers come from the top third of their graduating class. That
number drops to 14 percent in high poverty schools. Can anyone teach? Researcher
McKinseys report says, In the United States, the answer has been yes. In top
education nations, the answer is a definitive no. Better teachers know what to
ignore.
According to Einstein, imagination is more important than knowledge, and
thinking for oneself requires imagination. Thinking for oneself is often partly
facilitated by mentally taking things apart (analyzing) and by putting them together
(synthesizing). Powerful learning may also be partly facilitated by allowing events
to be as they are (noticing more fully what is the case before attempting to
change it). We may soon come to notice we are doing much more training than
educating. The reduction of excessive training would allow more time for
imaginative brain invention and development of thinking for oneself. Imaginative
thinking often arises from awareness of who one is, and what one is doing.
We will help students better learn for 21st-century living when schools and
universities accentuate education while placing training in a secondary position.
Training often deals with content-centered, clearly defined, easily measured
5
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skills. Education deals with the difficult to define, and therefore, difficult to
measure, broadly fluid events such as brains inventing themselves, self-direction,
open inquiry, love of learning, self-awareness, and honing judgment. Because of
schools needs for accountability, the difficult to measure events are infrequently
considered. Temporarily reducing some overly clear accountability will increase
higher level accountability in the long run.
Wise people often know the making of a variety of gains involves some risktaking. Wise people also know the greatest gains arise from the investing in ones
own brain. This writing illustrates the need for intelligent, wise risk-taking when
dealing with difficult to define events. At the heart of education are difficult to
define events, such as open inquiry, and brain self-invention. As was said about
pornography, we know it when we see it. The same may be said for open inquiry
and brains inventing themselves.
Jaron Lanier, partner architect at Microsoft Research said: To the degree that
education is about the transfer of the known between generations, it can be
digitized, analyzed, optimized and bottled or posted on Twitter. To the degree that
education is about the self-invention of the human race, the gargantuan process of
steering billions of brains into unforeseeable states and configurations in the future,
it can continue only if each brain learns to invent itself. And that is beyond
computation because it is beyond our comprehension. Learning at its truest is a
leap into the unknown. The unknown is often neglected because it is seen as
nonsense.
Self-invention of the human race starts with each of us self-inventing ones self.
Inventing ones self is also beyond clear definition because it is an ongoing
process. It is difficult to measure but there are clues that can help us move to notice
it. Lanier is saying much including aspects of brain invention through moving from
nonsense to sense. Self-awareness is increasing consciousness. Some creative
students are sometimes seen as anarchist, especially when seen by those who
closely follow the obedience to authority frame.
Sue Shellenbarger of the Wall Street Journal stated: Americans scores on a
commonly used creativity test fell steadily from 1990 to 2008, especially in the
kindergarten through sixth-grade age group, says Kyung Hee Kim, an assistant
professor of educational psychology at the College of William and Mary. The
finding is based on a study of 300,000 Americans scores from 1966 to 2008 on the
Torrance Tests of Creative Thinking, a standardized test thats considered a
benchmark for creative thinking. (Dr. Kims results are currently undergoing peer
review to determine whether they will be published in a scholarly journal.
Creative students tend to have above-average spontaneity, boldness, courage,
freedom and expressiveness, Dr. Kim says. So they sometimes behave like little
anarchists.
Also described here is the un-risky narrowness of many schools and universities
when they overly train at the expense of developing self-directing, open minded,
inquisitive students. When the process of brain inventing/eager learning is
paramount, the honing of judgment and self-direction may be securely had with
wise risk-taking. The risking relates to developing the semi-unknown self6
direction, and openness to experience. Learning with higher levels of

consciousness (as researched by van Rossum and Hamer) also involves worthwhile
risk-taking.
Excessive training fails to integrate skills into the general skill of self-directing,
open inquiry from which relevance and importance can be better noticed. Teachers
and professors will have difficulty in educating unless and until they are open to
take calculated risks in helping students learn to be self-directing, open-minded
people who eagerly learn. It is difficult to find a self-directing, open-minded,
inquisitive person who is not also, a wise citizen. There is no one correct way to
calculate wisely, but there are clues that may be considered.
One clue is recent research by van Rossum and Hamer which elaborates on
orders of consciousness to help generate new ideas for innovation in teaching
and learning. This writing attempts to demonstrate the power of choice for
increasing students levels of consciousness. This writing also suggests teachers
and professors would noticeably improve learning for the 21st century if the
students were provided conditions to invent their brains and raise their
consciousness by exploring what students find remarkable, interesting, and
important.
Consciousness researcher, Dr. Gullio Tononi, said: Consciousness is nothing
more than integrated information. The NY Times said information theorists
measure the amount of information in a computer file or a cellphone call in bits,
and Dr. Tononi argues that we could, in theory, measure consciousness in bits as
well. When we are wide awake, our consciousness contains more bits than when
we are asleep. For the past decade, Dr. Tononi and his colleagues have been
expanding traditional information theory in order to analyze integrated
information. It is possible, they have shown, to calculate how much integrated
information there is in a network. Dr. Tononi has dubbed this quantity phi, and he
has studied it in simple networks made up of just a few interconnected parts. How
the parts of a network are wired together has a big effect on phi. If a network is
made up of isolated parts, phi is low, because the parts cannot share information.
Abigail Zuger, M.D. mentions brain research by Carl Schoonover, Columbia,
Ph.D. Candidate, who said: We can tell what was on the monkeys mind by
inspecting its brain. The picture forms a link, primitive but palpable, between
corporeal and evanescent, between the body and the spirit. And behind the photo
stretches a long history of inspired neuroscientific deductions and equally inspired
mistakes, all aiming to illuminate just that link.
Sharon Begley said: But what neuroscientists dont know about the
mechanisms of cognitionabout what is physically different between a dumb
brain and a smart one and how to make the first more like the secondcould fill
volumes.
She reported that Jaakov Stern, neuroscientist, Columbia University said:
Greater cognitive capacity comes from having more neurons or synapses, higher
levels of neurogenesis (the creation of new neurons, especially in the memoryforming hippocampus), and increased production of compounds such as BDNF
(brain-derived neurotrophic factor), which stimulates the production of neurons
7
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and synapses. Begley said: Both neurogenesis and synapse formation boost
learning, memory, reasoning, and creativity.
Begley reports on three ways to help build new neurons: 1. Exercise, 2.
meditation, and 3. playing some complex videogames. She said: Exercise gooses
the creation of new neurons in the region of the hippocampus that files away
experiences and new knowledge. It also stimulates the production of neuron
fertilizers such as BDNF, as well as of the neurotransmitters that carry brain
signals, and of gray matter in the prefrontal cortex. Exercise stimulates the
production of new synapses, the connections that constitute functional circuits and
whose capacity and efficiency underlie superior intelligence.
As students move to higher levels of consciousness, they often move toward
becoming their own authority. Teacher direction shifts to student direction.
Teacher structuring shifts to student structuring. Responsibility for student learning
shifts from teacher to student. Teacher choice moves toward student choice.
Teacher classroom management moves toward student self-management. (see
Taylors note on p. 254). A brain inventing itself helps one become ones own
authority. Hermann Heidegger thought a teachers job was to assist students to find
out on their own. Einstein thought an educator is one who helps students think
something that cant be learned from textbooks.
A students brain inventing and level of consciousness partly depends on what
the student experiences in classrooms. What students experience partly depends on
school and teacher goals. Van Rossum and Hamers research includes empirical
studies on epistemology, student thinking, teacher thinking, educational policy and
staff development. They have developed a six-stage developmental model
indicating qualitatively different ways students and teachers view learning and
good teaching. They have reviewed research from many disciplines and their study
underpins the empirical evidence of over 650 students and teachers. Unique ways
of meaning making and brain invention are shown in these six levels of learning
and knowing.
This writing provides ideas on how to develop students higher level learning,
imagination, and awareness. It elaborates on an integration of what is considered
multi-faceted intelligence with emotional/social intelligence. Multidimensional
experience is also discussed. Being ones own authority is here used as the power
to influence or command thought, opinion, or behavior. Becoming ones own
authority goes with inventing ones own brain. This inventing helps one create
elements of a successful, happy life where one is in command of ones self, and is
not easily fooled, or manipulated.
The van Rossum and Hamer six ways of learning and knowing are characterized
by increasing complexity of thinking. Teachers and professors when covering
content, often ask students to operate at the two lowest (least complex) levels of
consciousness. The fourth level of learning and knowing is called self-authorship.
This fourth level is tantamount to John Deweys self-direction which includes
brain self-invention.
Van Rossum and Hamer state there is ample evidence to show that higher
education is not attaining its own stated goals of education (self-authorship). The
8
same may be said for K-12 schooling. Van Rossum and Hamer say one explanation
could be that many teachers in higher education have not themselves reached the
minimum required way of knowing thus preventing those teachers from
constructing a path for students to be educated at that self-authorship level
(probably also true for K-12). Canadian scholar, David G. Smith stated: Why does
so much educational research today seem so unenlightening, repetitive and
incapable of moving beyond itself? Wisdomly, the answer must be because it is
paradigmatically stuck, and cannot see beyond the parameters of its current
imaginal space.
This lower level teaching and learning may occur because many current
professors and teachers were heavily influenced by B.F. Skinner and his emphasis
on conditioning/training. As a result of paying attention only to what can be
easily sensed, many professors and teachers do not now pay attention to
mindfulness, wonder, eagerness to learn, and self-direction. What cannot be
directly sensed is difficult to measure and clearly define. Events such as openness,
and love of learning also fall into that difficult to measure category. As a result,
schooling and much university classroom activity deals primarily with training
rather than developing higher levels of consciousness. This early excessive training
also keeps some teachers and some professors at lower levels of consciousness.
The van Rossum and Hamer epistemological model: provides clear signposts
on the developmental education highway and has proven its worth as an instrument
for curriculum design, measurement of epistemological development and as a tool
for staff development. These ideas are included in their book, The Meaning of
Learning and Knowing, Sense Publishers, 2010.
LEARNING AND INNOVATION
Context must be considered regarding choice of classroom activity. If a student in a

math class is given the choice of doing the required even-numbered problems or
odd-numbered problems, the choice is not a choice affecting higher-level learning.
In later chapters, comments about Zen and Zen meditation are included to show
that higher levels of learning are connected with Zen practice. Sindya N. Bhanoo
reports that those who meditated for about 30 minutes a day for eight weeks had
measurable changes in gray-matter density in parts of the brain associated with
memory, sense of self, empathy and stress. M.R.I. brain scans taken before and
after the participants meditation regimen found increased gray matter in the
hippocampus, an area important for learning and memory. The images also showed
a reduction of gray matter in the amygdala, a region connected to anxiety and
stress. A control group that did not practice meditation showed no such changes.
(Jan. 2011, Psychiatry Research: Neuroimaging.)
Were we conscious of other possible choices, school improvement and eager,
engaged learning would more likely occur. The obedience to authority frame
unconsciously limits our choices. Psychologist Pratt recently mentioned the brain
fires 40 times a second when involved with a conscious event. One researcher said
we can be conscious of 120 bits per second. Another said the figure is 2000 bits per
9
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second. Pratt mentioned that the brain is firing 40 million times a second for
unconscious/subconscious events. Another brain researcher said 98% of what a
person is doing is unconscious.
Much schooling at all levels often deals with isolated parts where the phi is low.
The van Rossum and Hamer research shows when learning at levels 4-6, there is
increased consciousness. They say that many teachers and professors do not teach
for increase in consciousness because their training has led them to think and act at
the lower three levels (with more isolated parts and less phi).
Tononi thinks Simply linking all the parts in every possible way does not raise
phi much. Networks gain the highest phi possible if their parts are organized into
separate clusters, which are then joined. Dr. Tononi said he does not think it is a
coincidence that the brains organization obeys this phi-raising principle.
It is interesting to note that one researcher stated that one human brain, can
make more connection combinations than there are elementary particles in the
universe. The brains 200 billion neurons can make trillions and trillions of
connections. Tononi says his model explains why epileptic seizures cause
unconsciousness. Unconsciousness arises from many neurons turning on and off
together in a synchronized manner. He says: Their synchrony reduces the number
of possible states the brain can be in, lowering its phi.
There is much less brain synchrony, more disorder, when one counts back from
100 by sevens. The disorder/lack of synchrony, may be a condition for the brain to
make more connections. When one is dealing with disorder/complexity/perplexity/
functional discontinuity, there is often a gap in ones knowledge structure. The
mental gap occurs as a result of a discrepant or perplexing event. One is often
motivated to close the gap because of mild discomfort in not knowing. The brain
first deals with the disorder (nonsense- less brain synchrony) perhaps allowing for
more phi (more connections), one or more of which may close the mental gap (to
make more sensesee a bigger picturea larger chunk of reality).
Learning at the 4th level on the van Rossum and Hamer scale often occurs as one
openly inquires to build a concept or set of concepts to explain a discrepancy.
When one inquires, one gathers information in searching to satisfactorily explain a
discrepancy. Attempting to make connections, at first perhaps in a semi-chaotic
way, throwing out mental lines, (in the Deleuze and Gautari sense), not
randomly, but also not highly ordered, so that a possible connection may be made.
When teachers and professors are willing to allow students to be wrong, there is
some repair of our nations schools and universities. About repair, psychotherapist
Ruth Bettelheim recently said: Our classrooms are outdated, functioning like a
mid-20th-century factories Contemporary neuroscience has confirmed that
childrens learning is largely dependent on inherent interest, emotional
engagement, social interaction, physical activity and the pleasure of mastery.
F. Scott Fitzgerald said: The test of a first-rate intelligence is the ability
to hold two opposed ideas in the mind at the same time and still retain the
ability to function. Schools and universities would generate higher level learning
with a both/and open mind rather than an either/or (right or wrong) closed
mind.
10
An open mind is an inquiring mind. The circles below signify concepts. The
smaller circles signify low level concepts. The lines connecting the low level
concepts to a higher level concept (larger circle) signify the process by which
concepts are related (throwing out lines). Open inquiry throws out lines in all
directions (experiments) and when connections are made, a higher level concept is
formed. The larger the circle, the bigger the chunk that is understood. The top
circle does not signify an endpoint, but rather, the point from which more lines are
cast in order to create yet higher level concepts, reflecting larger chunks of reality.
The process by which concepts are related requires higher level cognitive
functioning than the remembering of the concepts which the function generates.
There is no end to open inquiry. The process is infinite and not fully
understandable or conceptualizable. The process is continuous as in John Deweys
notion of education as the continuous reconstruction of experience. Brain
invention involves the continuous reconstruction of experience.
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The New York Times, 9/17/10 reports: Paul Howard-Jones, a neuroscientist

who teaches in the graduate school of education at the University of Bristol in
Britain, said: Dopamine sends a ready to learn signal to the brain, essentially
priming it to receive new information pleasurably. His research has shown that
childrens engagement levels are higher when they are anticipating a reward but
cannot predict whether they will get itor, as Howard-Jones put it to me, when
you move from a conventional educational atmosphere to something that more
resembles sport.
During a classroom ungraded, open inquiry session, it is projected a students
attempt to arrive at a powerful answer to a discrepancy often produces a dopamine
flow (giving pleasure) in anticipation of arriving at knowing, without someone
telling them they know.
Brain researcher, Jaak Panksepp said, (regarding the seeking circuitry of the
brain) the system makes animals intensely interested in exploring their world
that leads them to become excited when they are about to get what they desire.
Panksepp states that the seeking circuitry in the brain maybe one of the main
brain systems that generate and sustain curiosity, even for intellectual pursuits.
In other words, wonderfully aroused, it helps fill the mind with interest and
motivates organisms to move their bodies effortlessly in search of the things they
need, crave, and desire. The it is anticipation. Allowing ones self to be puzzled
helps generate anticipation of knowing a solution to what is causing the
puzzlement/mental discontinuity. The mental discontinuity can function to help
create a broader continuity (a larger connected chunk of reality). A student who
explores what she finds remarkable, interesting, and important is more wonderfully
mentally aroused and engaged. Teacher-telling doesnt help exploration.
It is projected that brain inventing often occurs as a student is involved in
closing a mental gap (open inquiry), not because of grades, degrees, or
teacher/parent approval, but rather, because of intrinsic motivation.
The van Rossum and Hamer first level of learning relates to increasing
knowledge by a teachers imparting clear, well-structured (easily measured)
knowledge.
The 2nd level of learning is memorizing, again through a teacher transmitting
structured knowledge.
Their 3rd level of learning is understanding/application with teaching being
interactive and shaping (similar to Blooms 3rd level in the cognitive domain). The
third level not only relates to understanding subject matter; the teacher also
challenges the student to apply what students comprehend.
The 4th level of learning van Rossum and Hamer call learning in the
abstraction of meaning where teacher and learner dialogue occurs. What the
student wants to know is part of the dialogue.
The 5th level relates to an interpretive process of widening student horizons and
personal development through dialogue teaching. Bridgemans no holds barred
begins to apply here.
The 6th level includes growing self-awareness with mutual trust, authentic
relationship, and caring between teacher and learner. The 6th level is projected to
12
most fully accelerate brain self-invention. The 6th level includes self-direction
and personal development. The 6th is near the highest form of learning often
coupled with the highest form of knowing. The highest form of learning is either
unknown or cant be said. Learning may be limited by time: otherwise learning is
infinite.
The 6th level provides conditions whereby students can grow in self-awareness
while being their own authorities. Their 6th level goes beyond Bloom and other
hierarchies to integrate more than the cognitive, affective, and psychomotor
domains. They do not mention that their 6th level of learning and knowing has
many parallels to what Zen learners and Zen teachers do (and do not do)more
later. Most university and K-12 classes do not deal with the 4-6 levels of learning
and teaching. Transforming schools and universities may occur if they did.
The American School Board Journal (May, 2010), said:
Those with a vested interest in the education of American youthin other
words, everyone who has reached the age of reasonshould read this book
and share it with others. (The book is Kelly Gallaghers, Readicide.)
Gallagher argues that American schools are furthering the decline of reading.
Specifically: He contends that the standard instructional practices used in most
schools are killing reading by much of what they value and do.
Gallagher seems to be accurate. Had he extended his analysis to most teaching
of most subjects, K19, he may even have more potential to transform schooling.
Taking what he says about reading and applying it to school and university
learning generally, one sees that many schools and universities value the
development of test-takers over the development of lifelong, inquisitive learners
who love learning while inventing their brains.
He mentions a number of events including the notion that schools, and I might
add many universities, lose sight of authentic learning in the shadow of political
pressure mandating the requirement of low levels of thinking so that students avoid
thinking for themselves. The Midwest Book Reviews states: Readicide, is an
intriguing look at many possible solutions to the problem of the decline of reading
in American schools. (September 2009)
What Gallagher is saying in Readicide applies to what may be called,
mindicide. About 40 years ago, Silverman wrote how schools murder minds. By
extending Gallaghers thought about reading to most subjects, one can notice
mindicide. Applying these ideas to those who wish to lengthen the school day, or
the school year, we may say that if we are murdering minds with what we are now
doing in classrooms, by lengthening the school day, or school year, we will be
accelerating mind murdering.
The van Rossum and Hamer writing about the meaning of learning and knowing
helps us see that we can teach and learn at levels 4-6, which include higher orders
of consciousness. Teachers and many professors follow a mindset that tends to
avoid natural learning for its own sake to help students become their own authority
thereby reducing potential brain invention.
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According to Gallagher, Read-i-cide is, n: The systematic killing of the love of

reading, often exacerbated by the inane, mind-numbing practices found in
schools. Mindicide is the systematic killing of the love of learning through the
practice of inane, mind-numbing practices found in schools and many university
classrooms.
Not only reading but also most higher-level learning is dying in our schools.
Gallagher says: Educators are familiar with many of the factors that have
contributed to the declinepoverty, second-language issues, and the everexpanding choices of electronic entertainment. He suggests that it is time to
recognize the death of reading. This writing suggests it is time to recognize the
death of self-creation and higher level learning. Ideas to bring about a
transformation of schooling at all levels are provided, so that 4-6 level learning and
brain inventing results.
Microsofts Lanier said: What is really lost when this happens is the selfinvention of a human brain. If students dont learn to think, then no amount of
access to information will do them any good. I am a technologist, and so my first
impulse might be to try to fix this problem with better technology. But if we ask
what thinking is, so that we can then ask how to foster it, we encounter an
astonishing and terrifying answer: We dont know.
Tangentially related are the recent findings that psychologists, economists and
educators have found that paying money for learning involving medium to high
level cognitive functioning or imagination, shows less learning than learning for
intrinsic motivation. Some schools are paying students to learn. Intrinsic
motivation has been shown to be superior for learning requiring higher cognitive
functioning. Most university and K-12 classes do not capitalize on this intrinsic
motivation. Merit pay for teachers has also been found to not increase student
learning.
Edith Hamilton said: It has always seemed strange to me that in our endless
discussions about education, so little stress is laid on the pleasure of becoming an
educated person, the enormous interest it adds to life. To be able to be caught up
into the world of thoughtthat is to be educated.
Expert projections of effectively good teachers are difficult to know. Elizabeth
Green found that a graduate-school degree, a high score on the SAT, an extroverted
personality, politeness, confidence, warmth, enthusiasm, and having passed the
teacher-certification exam on the first try, do not predict whether one will be a
good teacher.
Pat Wingert, Newsweek, reported: Now when you talk to new teacherstheir
biggest complaint is that no one teaches them how to control a classroom. But
their professors never seem to get around to teaching Keeping Kids Under Control
101. When one learns to control oneself (self-direction), one will often find
cooperation reduces the need to control others. Teacher ability to connect with
students is important, but is rarely dealt with in teacher training. It is projected that
some future teachers want to know how to control students because of the
modeling of their previous controlling teachers and professors. Some future
teachers may want to be teachers so that they may control others.
14
Self-authorship (a brain inventing itself) is self-control. Self-control comes from the

practice of self-control which teacher control often prevents. Teachers, and most
citizens, know that the reason for gaining knowledge of almost any kind is to help one
make discerning judgments in their daily lives and jobs. If one has good judgment, they
will often be self-directing. Self-direction has been stated by numerous respected
educators as the primary goal of education yet schools often retard it.
It is difficult to become self-directing, when the environment in most classrooms
is directed by others. Most colleges of education have classroom management in
their curricula. The goal of classroom management is directing students; keeping
students under control. The paradox is that one learns to become self-directing by
being self-directing. One cannot be self-directing when one is controlled (other
directed). One learns to invent ones brain by inventing ones brain.
Lanier also states: At school, standardized testing rules. Outside school,
something similar happens. Students spend a lot of time acting as trivialized relays
in giant schemes designed for the purposes of advertising and other revenueminded manipulations. They are prompted to create databases about themselves
and then trust algorithms. The economy, rather than learning, is fostered.
Most standardized testing requires excessive left brain student functioning.
(Schooling often perpetrates left brain teaching.) The van Rossum and Hamer
learning levels 4-6 require student whole brain functioning as brains invent
themselves.
Good teaching often includes the enthusiasm of the teacher and the teachers
desire to achieve his or her goals. Teachers and some professors are the only group
of professionals who cannot choose their tools. The No Child Left Behind Law
promotes teaching to the test. Many teachers and some professors do not control
their curricula. The mindset of teaching equals telling is still common as a result
of the obedience to authority frame.
It would be difficult to be enthusiastic about achieving a goal the teacher did not
believe was worthwhile. When many teachers are teaching to have students pass
standardized tests, the goal can be debilitating for the teacher, as well as the
students. Goals for corporations rather than for the learners self-direction restrict
teacher effectiveness. Teachers have expressed that unless they taught to the test,
they would be fired. They also were highly unenthusiastic about teaching to the
test. This lack of teacher enthusiasm contributes to student boredom, poor learning,
no teacher/student connecting, and teacher burnout.
At the Perkins School for the Blind, Watertown, Mass., blind students are now
fencing. The NY Times reports: Cory Kadlik has never let being blind stop him
from golfing, skating, learning martial arts or riding a dirt bike. He had his doubts
when it came to fencing. Some may say that blind people fencing is nonsensical.
While 70% of blind people are unemployed, only 37% of blind people who are
involved in athletics are unemployed. They are taking risks that schools and
universities rarely do.
As Carlo Ricci said: Anyone who has taken the time to be with children knows
how inquisitive they are, and how much they love learning. The sad reality is that
formal mainstream schooling stomps on this enthusiasm.
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Because content is growing so rapidly, and because we cant tell exactly which
content students will need to solve problems and live harmonious lives in the near
future, let us consider not teaching to the test. Developing student resourcefulness
and self-direction will better help students adjust to presently unknown future
demands.
Susan Engels psychological research found: There is also scant evidence that
these tests encourage teachers to become better at helping individual children; in
fact, some studies show that the tests protect bad teachers by hiding their lack of
skill behind narrow goals and rigid scripts. And there are hardly any data to suggest
that punishing schools with low test scores and rewarding schools with high ones
improves anything. The only notable feature of our current approach is that these
tests are relatively easy to administer to every child in every school, easy to score
and easy to understand. But expediency should not be our main priority when it
comes to schools.
COMPUTERS NOTICING FEELINGS
Clive Thompson, Wired, November 2010, notes that computers are beginning to
know what we are feeling. Computer scientist Beverly Wolf states that software
was 80% accurate in sensing students moods. She says if the student is in trouble
emotionally or is frustrated, theyre not going to learn. These projects are still in
the lab but Thompson says gadgets like smart phones are crammed with tech
thats right for detection. (seemingley implying ones mood). Thompson knows
that moods are not always clear and that humans are often confused by moods, but
he thinks computers eventually will accurately sense human feelings to help people
learn. Will they be able to help students to openly inquire and grow to love
learning? Probably yes.
Wired Magazine, Dec. 2010, said: The lesson is that our computers sometimes
have to humor us, or they will freak us out. Eric Horvitznow a top Microsoft
researcher and a former president of the Association for the Advancement of
Artificial Intelligencehelped build an AI system in the 1980s to aid pathologists
in their studies, analyzing each result and suggesting the next test to perform. There
was just one problemit provided the answers too quickly. We found that people
trusted it more if we added a delay loop with a flashing light, as though it were
huffing and puffing to come up with an answer, Horvitz says.
Except for classes that are clearly designed for training such as, how to fix
washing machines, or repair a laptop computerlet us primarily focus attention on
developing the students love of learning and open inquiry by providing classroom
conditions whereby students can more readily invent their own brains. Students
often will become self-directing if their teachers are, and if their teachers are free to
avoid teaching to the test, and are free to use a wide variety of teacher tools of their
choice.
An example of an apparent misunderstanding of inquiry is shown in a Marion
Star article about Ohio State University professors who conducted a 2010 summer
16
workshop for teachers. An unusually large number of teachers and professors

consider inquiry to be different and subordinate to learning content for passing
tests. The article stated. A group of Ohio high-school teachers participated in a
workshop last week on an inquiry-based learning method that already has
improved science test scores at one middle school. The training focused on how to
encourage classroom discussion and experiments, rather than only textbook
learning, and another workshop is scheduled for August on chemistry (not
inquiry). (The reporting may have been inaccurate.)
Inquiry is not a method for something else. Inquiring is one way of inventing
ones brain. Inquiry is a conscious use of consciousness (aware use of awareness).
Inquiry is what created all fields and their content. Notice the primary goal of the
workshop mentioned above is not development of students ability to inquire, but
rather, to learn chemistry and to encourage classroom discussion and
experimentation. Subordinating inquiry to content of various fields of science has
been an unacknowledged school and university problem for more than 100 years.
The process of inquiry is that which developed all science, and the content
contained in any given field. Many teachers and professors have not yet noticed
that content in any given field is virtually infinite. Certainly there is a hierarchy of
ideas within various fields, but at the top of all fields is the process of open inquiry.
Test scores are now more important than allowing brains to invent themselves by
developing awareness and the ability to inquire.
When a teacher or professor uses inquiry to teach content they are often
subordinating inquiry to the content of a given field. Using inquiry primarily for
learning content is more appropriately called discovery learning where the students
are to discover what the teachers have in mind, and what the textbooks include. It
is this kind of thinking that keeps us thinking there is a box that we someday may
get out of. There is no box. Any box is self-created. We are already out of the box
when we openly inquire.
Open inquiry implies one does not know in advance the results of an inquiry.
The use of functional discontinuity in the form of discrepant events in a freer,
ungraded environment is a way to promote development of open inquiry, a love of
learning, and self-direction. Freeing students to explore what they find remarkable,
interesting, and important is a powerful way to learn. Open inquiry increases
intelligence as Jean Piaget uses the term: Intelligence is knowing what to do when
you dont know what to do. Piagets notion of intelligence relates to Einsteins
notion of a liberal education (that which) helps one think something that cant be
learned from textbooks. When you are your own authority, you know what to do,
when you dont know what to do, and you can think something that cant be
learned from textbooks. Brain invention is involved.
Mental stuckness is similar to functional discontinuity. Keith Yamashita states:
Do you feel overwhelmed? Exhausted? Directionless? Hopeless? Battle torn?
Worthless? Alone? These symptoms are what I call the serious seventhe seven
most common indicators that you are stuck. If you are feeling one of these
emotions, its likely youor your organizationis stuck. I think one of the most
interesting observations we gleaned from studying stuck teams is that successful
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teams are often the ones that get stuck most often. And ambitious teams get stuck
all the time. The difference between failure and breakthrough is per- severance.
Functional discontinuity need not make one feel overwhelmed or exhausted but
simply stuck. Being stuck and open inquiry are, unfortunately, avoided in
university distance learning lecture classes as well as most K-19 classrooms.
May what Ilan Shrira said be used as evidence of mindicide of university
teaching? He teaches developmental psychology to 300 (distance learning) at the
University of Florida. He said he chose his field because of the passion of a
professor who taught him as an undergraduate. But he thought it unlikely that
anyone could be so inspired by an online course. NY Times reports: Univ. of
Florida: Like most other undergraduates, Anish Patel likes to sleep in. Even
though his Principles of Microeconomics class at 9:35 a.m. is just a five-minute
stroll from his dorm, he would rather flip open his laptop in his room to watch the
lecture, streamed live over the campus network...
Across the country, online education is exploding: 4.6 million students took a
college-level online course during fall 2008, up 17 percent from a year earlier,
according to the Sloan Survey of Online Learning. A large majorityabout three
millionwere simultaneously enrolled in face-to-face courses, belying the popular
notion that most online students live far from campuses, said Jeff Seaman, codirector of the survey. Many are in community colleges, he said. Very few attend
private colleges; families paying $53,000 a year demands low student-faculty
ratios...
Colleges and universities that have plunged into the online field, mostly public,
cite their dual missions to serve as many students as possible while remaining
affordable, as well as a desire to exploit the latest technologies. At the University
of Iowa, as many as 10 percent of 14,000 liberal arts undergraduates take an online
course each semester, including Classical Mythology and Introduction to American
Politics.
Mindicide kills higher level brain function. Learning at the 4th level on the van
Rossum and Hamer scale often occurs as one openly inquires to build an
explanation for a confusing discrepancy. When one inquires, one uses information
in searching to satisfactorily explain a discrepancy. At first perhaps in a semichaotic way, throwing out mental lines, (in the Deleuze and Gautari sense), not
randomly, but also not highly ordered, so that a possible connection may be made.
When a higher level connection is made to a discrepancy there is more order
(sense) but not necessarily enough order to close the mental gap created by a seminonsensical discrepant event. Using groups of concepts to consciously throw out
lines in many directions (exploring) may make a higher level connection, creating
more brain development, while forming a bigger concept or bigger chunk of
reality. Other higher-level connections/chunks may be connected by continually
throwing out more lines, (testing various possibilities). There is a greater
integration of more separate parts (more sense from nonsense) when brains
function at higher levels.
As Gandhi said: There is no way to peace. Peace is the way. So too with
inquiry. There is no way to inquiry. Inquiry is the way. If we trusted ourselves and
18
our students, we would provide less coercion and more freedom to facilitate open
inquiry. Listening to a distance lecture on a computer screen tends to avoid
student open inquiry while often producing zombies who are obedient to authority.
These open inquiry goals require teachers trust of students and students trust of
the teachers. Trust is a part of ones character, and about this Einstein said: Most
people say that is it is the intellect which makes a great scientist. They are wrong: it
is character. May we say that it is not intellect that makes a great teacher, but
rather, character which includes trust and openness?
Coveys, Speed of Trust, which Christian Sarkar wrote about, states that trust is
a function of both character (which includes integrity) and competence. If teachers
and university professors trusted students, they would more often do what is done
in free schoolsnot tuition free, but where students are free to explore, in an
open, ungraded atmosphere, what the student finds remarkable, interesting and
important. What is said by Covey about the trust dividends for business probably is
true for student learning in schools and universities.
Covey states: Trust is the one thing that affects everything else you're doing.
Its a performance multiplier which takes your trajectory upwards, for every
activity you engage in, from strategy to execution. If you look at the nature of the
world today, a foundational condition in Thomas Friedmans book, Flat World, is
the presence of trust. In issue after issue, the data is clear: high trust
organizations outperform low-trust organizations. Total return to shareholders in
high trust organizations is almost three times higher than the return in low trust
organizations. So we assert that trust is clearly a key competency. A competency or
skill that can be learned, taught, and improved and one that talent can be screened
for. Trust is missing in school and university classrooms. In ancient Greece,
where school was a place to play with ideas, trust was present. That is probably
also true for ancient China and Japan.
About high trust organizations, Covey reports the following: Information is
shared openly. Mistakes are tolerated and encouraged as a way of learning. The
culture is innovative and creative. People are loyal to those who are absent.
People talk straight and confront real issues. There is real communication and real
collaboration. People share credit abundantly and openly celebrate each others'
success. There are few meetings after the meetings. Transparency is a practiced
value. People are candid and authentic. There is a high degree of accountability.
There is palpable vitality and energypeople can feel the positive momentum.
Cooperation is more valued than competition when trusting is high.
In low trust organizations (most schools and universities) Covey reports a
culture that reflects: New ideas are openly resisted and stifled. People often feel
unproductive tensionsometimes even fear. Mistakes are covered up or covered
over. Most people are involved in a blame game, badmouthing others. There is an
abundance of water cooler talk. There are numerous meetings after the
meetings. There are many undiscussables.
People tend to over-promise and under-deliver. There are a lot of violated
expectations for which people make many excuses. People pretend bad things
arent happening or are in denial. The energy level is low. Facts are manipulated or
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distorted. Information and knowledge are withheld and hoarded. People spin the
truth to their advantage. Getting the credit is very important. Grading students is
giving credit. Traditional schools and many university classes reflect a low trust
culture whereas free schools reflect a high trust culture.
What kind of trust does the state of Texas School Board have when, as reported
by the New York Times, March 2010: After three days of turbulent meetings, the
Texas Board of Education on Friday approved a social studies curriculum that will
put a conservative stamp on history and economics textbooks, stressing the
superiority of American capitalism, questioning the Founding Fathers
commitment to a purely secular government and presenting Republican political
philosophies in a more positive light. In a 2010 survey of North Carolina teachers
about trust and respect, 69 percent in 2010 vs. 70 percent in 2008think that there
is an atmosphere of trust and mutual respect in the schools. Thirty one percent of
the teachers do not see an atmosphere of trust in schools. This is part of the school
problem, but what is unstated is the mistrust administrators and teachers have for
good and effective student learning, without requirements, grades, degrees, and
without the pleasure of engaged learning. More support for the natural benefits of
trust are seen in Dr. John Tierneys research. He found: Markets dont work very
efficiently if everyone acts selfishly and believes everyone else will do the same.
You end up with high transaction costs because you have to have all these
protections to cover every loophole. But if you develop norms to be fair
and trusting with people beyond your social sphere, that provides enormous
economic advantages and allows a society to grow. I project the norms of
trust which may be stated are formed after people risk trusting. NY Times
(editorial 6/9/10): Unless the court US Supreme Court) veers from its determined
path, there will be no limit to the power of a big bankbook on politics, said
Tierney.
Competitiveness breads mistrust. Nobel laureate economist Paul Krugman
thinks: But lets not kid ourselves: talking about competitiveness as a goal is
fundamentally misleading. At best, its a misdiagnosis of our problems. At worst, it
could lead to policies based on the false idea that whats good for corporations is
good for America.
Trust is noted in a Kirsten Olsen workshop where she showed how several adult
and young adult learners healed themselves from wounds of schooling, and what
connections this has to an emerging new ideas on pleasure in learning. While we
know that choice, novelty, a sense of control, and the right amount of challenge are
associated with pleasure and flow in learning, it is projected to we can educate
ourselves to better focus on pleasurable experiences in learning to optimize
engagement, appetite and attention around class activity. What are some basic
techniques for creating more optimal cognitive states for learning?
Evidence of mistrust is noted when Tripp Gabriel reported: The extent of
student cheating, difficult to measure precisely, appears widespread at colleges. In
surveys of 14,000 undergraduates over the last four years, an average of 61 percent
admitted to cheating on assignments and exams. A Florida university uses
movable video cameras during tests to focus on possible cheaters. Giving students
20
the choice to study what they find remarkable, interesting, and important eliminates
this widespread problem.
Mohandas Gandhis statement: There is no way to peace. Peace is the way,
may be extended to include: There is no way to trust. Trust is the way. A good
teacher, among other qualities, may be one who trusts; even those students who lie.
Trust and high level student learning is rarely a first consideration for teachers
and school administrators. An example of student learning, not being a major
teacher concern, is noticed in a book for beginning teachers. The book opens:
Your teacher training may have provided sound theory and a collection of
instructional techniques, but its often the practical details that can make day-today survival difficult in your first days, weeks, and years of teaching. Notice, first
and foremost is teacher survival rather than self-directed student learning, or just
plain student learning. A close look at teacher and school administrator concerns
shows that frequently, concern for student learning is secondary to ease of
administration and control of students. Developing self-control/self-direction is
difficult under such conditions.
Very different from survival is teacher revival of enthusiasm as teachers
participate in a SEL (social and emotional learning) program. High trust is present.
NY PS 112 reported an 11% increase in overall achievement after using the social
and emotional intelligence program which generates and promotes high levels of
trust among participantsteachers and students, teachers and teachers, and
teachers and administrators. PS 112, reported an 11% increase in overall
achievement after using the social and emotional intelligence program.
Texas school districts are attempting to improve their methods of engaging
students in science learning. They have the hope of raising students science scores
on standardized tests. An article stated that experts say hands-on activities are the
best way to teach science concepts. The article also says the teachers did not have
intensive science backgrounds or the time and resources necessary to develop and
teach hands-on lessons. Our needs for certainty lead us to teaching definite science
concepts, when science is much more than a set of concepts, and includes many
uncertainties. Their goal is to have students score well on easily scored and
measured standardized science tests. Such a goal may arise from failure to see
science as a process. As Nobel laureate, Percy Bridgeman said: Science is nothing
more than doing your damnedest with your mind, no holds barred. Science is
inquirythe process by which concepts are related supported by finding adequate
evidence.
As Gloria Steinem said: The first problem for all of us, men and women, is not
to learn, but to unlearn. Author Kathryn Schulz, in Being Wrong, states that
knowing, as in knowing concepts, is ultimately, belief backed by strong evidence
including other expert opinion. Unfortunately, too often the expert opinion now
holds the teaching of science is teaching of science concepts when perhaps more
accurately, the teaching of science would be better equated with developing a
students ability to openly inquiry.
Self-direction arises from education which is beyond training. Bran Ferran,
Co-Chairman and Chief Creative Officer, Applied Minds, gave an example of
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self-directed, imaginative intuiting (and free thinking that cant be learned from
textbooks) when he said: This is what I mean by the idea of Einsteinthe
potential for an exceptionally creative individual to inspire unlimited generations
of children to become great contributors and role models themselves, over and over
again. It is the intellectual equivalent of the nuclear chain reaction which might
very well be the most powerful force most of us will never experience.
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LOGIC AND VALUE JUDGEMENTS
Try not to become a man of success but a man of value. Albert Einstein
Alice asked the Cheshire cat: Tell me please, which way ought I go from
here? And the cat replied: That depends a good deal on where you want to
get to. Where one wants to go can result from a fundamental value
judgment. Fundamental value judgments are impossible to logically refute. If,
however, as Einstein suggested, there is agreement on certain values and
goals, an exchange of ideas is often useful for determining the manner by
which these goals may be met. We use logic on the values (givens) we hold.
The values themselves are most often pre-logical. Unstated school goals now
are training students to obey authority so that our economy flourishes by
providing trained workers for corporations. Schools and many university
classes are not often developing students to be self-directing, open-minded
generalists who make discerning judgments.
What values do schools hold when schooling is for more schooling? A Dec. 2010
ASCD Newsletter said: Elementary schools promote college as the end goal.
While education is for more education, it is unfortunate when training is often the
primary goal of schooling, that schooling seems to be for more schooling. San
Diego and New Haven were mentioned in that article. It helps to educate instead of
only train when goals of developing self-direction, love of learning, and open
inquiry are primary. Of course some training is needed to be educated, but
education has been neglected because of excessive training which fosters more
certainty because of easier measurement.
As Gallagher stated about readicide: The standard instructional practices used
in most schools are killing reading by much of what they VALUE and do.
School problems may arise from excessive training and an imbalanced
valuing of the obedience to authority frame. If a group values high degrees of the
obedience to authority, then their schools often promote conformity and certainty,
thus reducing risk-taking. Frequently, following the strict obedience to authority
frame, one shows one has made an unshakable fundamental value judgment from
which inflexibility often results.
What puzzles some scholars is that the great thinkers throughout the ages from
pre-Socratics to Plato, from Aristotle through the Renaissance, and to today, seem to
foster education with open inquiry rather than high degrees of obedience to authority.
The obedience to authority frame promotes only static security whereas the open
inquiry, self-direction frame promotes growth and positive development. While I
cannot prove the obedience to authority frame contributes to excessive learning of
trivia, many of a powerful elite group seem to want more static security than growth.
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If we strictly followed the obedience to authority frame, we would still be

paying taxes to England without representation, and we may still think the sun
circles the earth. This obedience to authority frame promotes a debilitating desire
for more certainty. By focusing on open inquiry, this excess is avoided.
Values determine goals and goals lead to a means to achieve goals. Assumptions
underlying the human sciences are used to determine value. If what we do as a
society is determined by what we value, and if what we value is at least partially
determined by what we assume, it appears that we need to more closely look at our
assumptions if we are to change what we do.
Two basic goals for sound living and learning, on which many would agree,
were suggested by Albert Einstein: 1. Those instrumental goals which should
serve to maintain the life and health of all human beings should be produced with
the least possible labor for all. 2. The satisfaction of physical needs is indeed the
indispensable precondition of a satisfactory existence, but in itself is not enough. In
order to be content, men must also have the possibility of developing their
intellectual and artistic powers to whatever extent accords with their personal
characteristics and abilities. Other goals such as gaining meaning from
experience, facilitates development of self-direction. These goals can help schools
and universities better develop students for 21st-century living by opening
students minds and allowing brains to invent themselves.
Those two goals, if accomplished, could increase meaning in our democratic
society by including more cooperation and reducing wasteful, self-serving
competition. There now seems to be wide agreement that schools and universities can
do much more to develop intellectual and artistic powers. Artistic powers are still
neglected with excessive emphasis on science, technology, engineering, and math.
It is presumed that development of intellectual and artistic powers can help
achieve other democratic goals. Self-serving competition has created societies with
vast distinctions between the rich and poor, including rich schools and poor
schools, and rich countries and poor countries. It may help to notice and ask why
and how inequalities could more readily be made more equal.
Schools and universities now give most attention to preparing students for jobs,
and to making sure students are obedient to authority. Schools and universities
have made mistakes as evinced by many events including test scores showing
American students being noticeably behind many other industrialized countries.
(Noticing what Costa Rica and Finland have done may help us.) Many teachers and
professors continue to ask their students to think at the lowest cognitive level
(memory). Remembering pieces of information is easy to measure, permitting us to
be more certain. Richard Rohr has spoken of wanting certainty as our original
mistake. Avoiding mistakes arises from including a gross happiness product with a
gross national product as is now done in several countries. With more self-directing
education, we have a better chance of including a gross happiness product in the
United States. Einstein thought: Perfection of means and confusion of ends seem
to characterize our age.
Wholeness producing experience is often not now fostered by even the great
American universities (except The Univ. of Michigan). In a C-span broadcast about
24
his new book, The Great American Universities, Jonathon Cole, former provost of
Columbia University, held that the great American universities are great because
they are built with the right structures arising from right values. Cole talked about
the importance of free inquiry and academic freedom for university professors, but
he did not speak of developing student open inquiry, love of learning, and selfdirection. He implied university professors are to continue to dispense information.
Such dispensing, when it is the primary classroom activity, often reduces student
inquisitiveness, freedom, self-direction, and open inquiry.
If questioned, Cole might say that the stated values of student love of learning,
open inquiry, etc. are givens and need not be stated. However, they are not givens
and they do need to be stated because university professors and K-12 teachers often
do not have developing student love of learning, open inquiry, and self-direction in
their plans for lessons. As was said, if there is agreement on certain values and
goals, an exchange of ideas is useful in determining the means by which these
goals may be achieved.
Our values have shifted so that we now, first and foremost, want big
corporations to be content. Everything else, including what goes on in schools and
university classrooms is often designed to serve big corporations and a powerful
elite.
Cole spoke of open, free communication, free inquiry, and peer reviews in
hiring, promotions and firing professors, but he did not mention such freedom for
students. Preventing student freedom is coercion which many teachers and
professors do not notice because it is so common. As Carlo Ricci said: Youth are
the last oppressed group.
The APA Monitor reports on the University of Michigan fall, 2010 semesters
theme of What makes life worth living? The article states that positive
psychology research shows that work, love, play, and service to others makes our
lives rich and fulfilling. They state it is not material goods that fulfills us. The
Baltes and Staudinger research on wisdom also alludes to these qualities of
wisdom.
The University of Michigan is offering special courses, workshops, lectures and
other events under this theme. Christopher Peterson, Ph.D., who is directing the
semester, along with two other professors, states this topic of what makes life
worth living is a way to teach students about positive psychology and for students
to think about what makes them truly happy. The University will also host art and
poetry competitions around that theme, and student dance groups will offer related
workshops and free performances. Their intention is to encourage an alternative
spring break that involves service. The Univ. of Michigan seems far ahead of
many educational institutions.
Peterson states: There is, of course, no single answer to the question of what
makes life worth living, our hope is to underscore the importance of the question
and a variety of possible answers. The Austrian writer and poet, Barronness Marie
von Ebner Eschenbach said: To be content with little is hard. To be content with
much is impossible.
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CHAPTER 2
COMPARING TEACHERS TO MAIL CARRIERS
It helps to notice that many teachers and university professors are often fond of
disseminating single answers to problems. Those single answers are often found
only in very simple, often disconnected and trivial problems. Such dissemination
often goes with training (not education).
Times are different but schools often remain the same. Recent findings show
what is now called dark flow causing an unexpected gravitational attraction of
matter beyond the observable universe. An astrophysicist said this would possibly
indicate that the laws of the universe are not universal throughout the universe as is
now thought. Physics and Cosmology are now full of wonder and potential change.
Wouldnt it be wonderful if school and university classes were similarly full of awe
and wonder about what makes life worth living, and about what higher level
learning might be.
My interviews with numerous university and K-12 students reveal that the
current activities of universities and schools show that grades and degrees are far
more important than developing student love of learning, open inquiry, finding
what makes life worth living, and development of self-direction. Until grades,
degrees, and learning for jobs are outgrowths of student open inquiry, student love
of learning, and student self-direction, our universities and schools may produce
unthinking, conformist, order followers who may not know what makes life worth
living.
A semester observing one of these great universities revealed (with about half
the classes) a continual distribution of the products of professor research. In other
words it was the research and much of the same old distributing information that
makes universities great according to Cole. Development of self-direction has
waned with the distributing of information as the primary goal of teaching.
Diane Ravitch and Chester Finn, former conservative thinkers with the U. S.
Department of Education, have recently changed their thinking. Ravitch recently
said the No Child Left Behind Act now seems to be used for testing for its own
sake: She said: Accountability, as written into federal law, was not raising
standards but dumbing down the schools. She now thinks schooling is becoming
overly market-based (that sounds like making big corporations content).
Finns thinking has also changed. He recently said: Standards, in many places,
have proven nebulous and low, Accountability has turned to test-cramming
and bean-counting, often limited to basic reading and math skills. Finn, when
talking about the old public school system said: I say lets blow it up. A partial
blow up could give teachers significantly more authority. In a recent survey of
43,000 Maryland teachers, 75% feel they have little authority. Once the teachers
have more authority, they would be in a position to grant more authority (freedom)
to their students.
Ravitch has come to believe the No Child Left Behind Act is perpetuating
a cramped, mechanistic, profoundly anti-intellectual definition of education.
William A. Harris, President of the Ohio Council for the Social Studies recently
said: Most people know that if its not tested, its not taught. Harris
teaches history and government at Cedarville High School in Cedarville, Ohio.
26
He said: Its the continued marginalization of social studies that were seeing, not
only in our state, but nationwide.
Let us consider how to be more conscious of the products of our school and
university classes. School and university structures arise from what we value. More
consciousness of what is occurring in classrooms, at all levels, can help students
invent their brains. This greater consciousness amounts to learning to think
something that cant be learned from textbooks. With better noticing, much will
fall into place. Van Rossum and Hamer elaborate on this. As does Re-opening
Einsteins Thought: About What Cant Be Learned from Textbooks, and Einstein
and Zen: Learning To Learn.
In Mind and the Brain, Sharon Begley and Jeffrey Schwartz say: Through
mindfulness you can stand outside your own mind as if you are watching what is
happening to another person rather than experiencing it yourself. Mindfulness
requires direct willful effort, and the ability to forge those practicing it to observe
their sensations and thoughts with a calm clarity of an external witness. One
views his thoughts, feelings, and expectations much as a scientist views
experimental datathat is, as a natural phenomenon to be noted, investigated,
reflected on and learned from. Viewing ones own inner experience as data allows
(one) to become, in essence, his own experimental subject. Notice the need for
willpower in what they say. Schools and universities could profitably allow and
encourage students to be their own experimental subjects, and attempt to more
directly develop willpower (an aspect of inventing ones mindful brainl). This best
occurs in a freer, ungraded, responsive atmosphere.
Some of what is experienced when one is ones own experimental subject
cannot be counted. As Rick and Bill Ayers state in Teaching the Taboo, schools
promote a flat world where things get counted, or, as one notable education scholar
and professor told us, everything that exists, exists in some amount, and so
everything must be measurable. We asked him about love, hope, beauty, joy,
imagination, and possibility, and he said we were being foolish. The measure of
man is the impossible ideal, the mis-measure of humanity the inevitable outcome.
Regarding the use of words, outdated training has led experimental
psychologists, more than clinicians, to want excessive certainty/clarity much as
Rudolph Carnap and the Vienna Circle wanted excessive certainty many years ago.
Such an excess may have prompted Albert Einstein to state: Modern science
when measured against reality is primitive and childlike. About certainty, Einstein
said: The laws of mathematics insofar as they are certain, do not relate to reality,
and in so far as they relate to reality, they are uncertain.
While ignoring evidence is a problem, doing ones damnedest with ones mind,
at times, may help one ignore what may be primitive and childlike. To be
excessively certain, one may robotically follow research findings without
considering other nuances difficult to verify. This writing offers some evidence and
notions which will help one notice that what was evident may not now be as
evident as it once was. Let us put on hold William Shakespeares thought: There
is nothing either good or bad but thinking makes it so.
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CHAPTER 2
What Richard Rohr calls our original sin (mistake) has implications for what
goes on in school and university classrooms. Noting the mistakes generated by the
original mistake may help one more powerfully learn to know one knows, without
someone else telling one he or she knows. Part of the original mistake is to
overemphasize the classical/intellectual side and de-emphasize the artistic/romantic
side. Schools and universities are now overemphasizing with extra governmental
assistance for teaching science, technology, engineering, and math. Imbalance
results.
Even some prominent conservative critics, like Finn, recently stated that we
have neglected disciplines other than math and science. This over-emphasis on one
side is an imbalanced negative condition. Allowing for more uncertainty and doing
reasonable, calculated risk-taking can bring about a better balance so that more
quality learning and living may be had by all within a reasonable time.
There is little risk in being certain. Taking risks provides an opportunity to be
wrong. Kathryn Shultz (Being Wrong: Adventures in the Margin of Error) states:
Far from being a moral flaw, it (being wrong) is inextricable from some of the
most humane and honorable qualities: empathy, optimism, imagination, conviction,
and courage. And far from being a mark of indifference or intolerance, wrongness
is a vital part of how we learn and change. Thanks to error, we can revise our
understanding of ourselves and our ideas about the world.
When we want to be certain we often hold fixed absolute standards by which to
judge rightness and wrongness. These absolute standards have been heavily
rejected by a variety of researchers. The more certain scientific standards are, the
more easily they are falsified, which makes verification easier and more certain.
This often leads to scientism.
These social standards often relate more to values and taste. Schultz states: We
all know that matters of taste are different from matters of fact; that standards of
right and wrong apply to facts but not to preferences. We often forget that we
have preferences for some facts over others. Many teachers and professors have
preferences for those that are more easily defined and measured. (those with which
we can be more certain aboutone type of stemscience, technology,
engineering, and mathas they are often taught. The old school mindset continues
to promote that which is more certain. (laterfor stem cell type of stem learning.)
Our schools and universities have trained us to be enamored with certainty. We
have been trained to believe being wrong is bad. This writing offers views from
variety of sources fostering powerful learning and knowing as being more
tentative. Research shows that if we focus excessively on security, little growth
arises. When one is slightly less secure ortaking more calculated risks, we can
move towards greater growth and development. Taking risks is a vital part of how
we learn and change. This can be done while still maintaining adequate security.
An example of an old school mindset is Mike Anderson in his book about
teaching, (ASCD Internet Site) states: Its important to make sure we are clear
about what kind of goal setting we mean here. We are talking about clear,
meaningful, observable goals. If a teachers goal is to, (according to Anderson)
make science lessons more inquiry-based so that students have more academic
28
engagement, he thinks the goalcant really be measured easily, and therefore

is not a productive goal. Inquiry, openness, and self- direction are not easily
observable. We can however know them when we see them as the Berlin Wisdom
Paradigm has helped us notice wisdom even though wisdom is not easily defined
or measured.
Anderson is wrong for todays schooling. Andersons view is an outdated
mindset that approaches scientism. I suggest we have tried most easily observable
methods and teaching activities and have found them ineffective for educating
(while many may be useful for training in clearly defined skills far removed from
the general ability to self-direct). Brains inventing themselves do not easily or
clearly arise.
The importance of this point of easily measured goals versus general goals of
self-direction, and helping students decide for themselves is crucial. I project that
Andersons old school mindset did not work in 1965, and will not work today
when students access information very easily. Kathryn Schultz (Being Wrong)
implies that it would be worthwhile to take the risk of generating goals that are not
easily measured.
The Associated Press reports that Chicago Schools are sending its first class of
at risk students to college. Unfortunately, if risk-taking helps us avoid excessive
certainty, the other non-at-risk students would be better off if school and university
classrooms were riskier places. Riskier places would allow them to be less certain
and more open to mistakes. Consequently they may have a greater chance of
learning to be more imaginative and mindful.
As in John Miltons, The Tailor Re-tailored, educators may need re-educating,
and riskier environments to allow for less certainty. Riskier classrooms (those
where less certainty is acceptable) can simultaneously be places where there is
greater chance of an educator being re-educated (being more vulnerable and
involved in the continuous reconstruction of experience in a more tentative
environment where learning at levels 4-6 flourishes).
Many noted thinkers over a 2500 year period think optimal learning is facilitated
by developing student curiosity, love of learning, self-direction, and open inquiry.
Developing those abilities helps balance our intellectual/classic and our
artistic/romantic sides. What would it take to have widespread agreement about
this kind of rebalancing being a desirable goal for schooling? While we would not
be as certain of measuring those goals (self-direction etc.) as we are of measuring
whether students remember the capitols of the states, our mental functioning
(consciousness) would probably be far ahead of where we would otherwise be. The
temporary risk and extra uncertainty can help make us van Rossum and Hamer
level 4-6 learners who better know what makes life worth living.
Some school systems state they want students to: 1. develop curiosity, 2.
develop love of learning, and 3. develop open inquiry. A number of schools with
those quality goals have specific content sub-goals which often prevent the
accomplishment of the major goals. Those sub-goals encourage teachers to give
students information before students have questions, thereby failing achieve those
broader goals. Rarely are those goals (developing curiosity, love of learning,
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CHAPTER 2
self-direction, and open inquiry) seen on teachers or professors daily lesson plans.
Those quality goals are sometime stated in school systems printed material more
for show than for helping students become more self-directing. The No Child
Left Behind Act often inhibits the promotion of wonder, self-direction, and open
inquiry. It promotes the obedience to authority frame.
The excessive un-asked-for teacher-telling continues often because teachers and
professors have a habit of telling students what teachers and professors think
students need to know. Society expects that, teachers and professors often expect
that, and students are programmed to expect that they are to listen to un-asked-forinformation (as though a student would not know unless the student was told).
Teaching to the test has become common. This teaching to the test continues when
recently it has become clearer that almost any discipline includes an almost infinite
amount of information. Subtle, intricate and willful use of information, rather than
simply remembering information is that which helps people capitalize on curiosity,
developing a love of learning, self-direction, and open inquiry.
A variety of recent research on brain function and learning indicates other ways
teachers and professors can better help students extensively and intensively learn
when rapidity of change is considered. Dr. Cohen Kadosh, Current Biology,
(11/5/10) thought transcranial direct current stimulationmight be helpful to the
20 percent of the population that has moderate to severe numerical disabilities
dyscalculia. Daniel Ansari, a neuroscientist at the University of Western
Ontario in Canada, told National Geographic News he doesnt expect the treatment
to be available anytime soon. And, he said, It doesnt necessarily show that it
improves school-relevant learning skills such as arithmetic.
Developing curiosity, love of learning, self-direction, and open inquiry, are
difficult to define and measure. Developing curiosity et. May may be considered
massively fluid partly because of measurement difficulties. Those goals have been
neglected by schools and universities. The desire for certainty often contributes to
teachers and professors avoiding nonsense because being certain has been
programmed into teachers and professors. As a result, what occurs in many school
and university classes has changed little in over 100 years.
Politics have changed yet Political Science scholars state they never would have
guessed the fall of the Soviet Union would come about as it did. It made no sense
before the fall. It was inconsistent with the paradigms they held. The fall of the
Berlin wall was a punctuated moment which caused a shift in thinking. Shifts in
thinking cause people to do things differently. Many teachers and professors might
now consider whether a shift in thinking would be helpful for an increase in
powerful learning. We are approaching a punctuated moment, yet we have been
trained to wait for others to do something about it.
Newness here and there has rarely been found in schooling. What experiment
about teaching and learning would equal what Nobel Laureate, Dr. Sam Ting, said
about an upcoming physics experiment? The discovery of a single atomic nucleus
heavier than anti-helium could mean there was an anti-star or maybe a whole antigalaxy somewhere. Searching for something unusual like an educators equivalent
to a mathematicians zero would be exciting.
30
Researchers at Arizona State University have a grant from The Defense

Departments DARPA which now wants soldiers to have transcranial ultrasoundenhanced helmets. These helmets would allow soldiers to maintain mental acuity and
stimulate certain regions of the brain. The helmet would manipulate brain functions
to boost alertness, relieve stress, or even reduce the effects of traumatic brain injury.
Previously deep brain stimulation required brain implants to stimulate neural tissue.
May students, at some future time, wear helmets to stimulate mental acuity?
Dr. Vest, president emeritus of MIT said: Researchers at Delft University in the
Netherlands, are developing bacteria-laced concrete. When cracks form, the
bacteria wake from dormancy and secrete limestone, in effect healing the concrete.
In 2011, Dr. Vest expects, more of these lifelike designs will come to light, and
they will keep coming for many years.
Japans Foresight Survey he has gathered the countrys top minds to map out
Japans advances over the next 30 years. They predict what will occur on or before
the following dates:
2022 synthetic blood makes donation unnecessary.
2026 domestic humanoids become common.
2028 smellavisiontelevision that produces tastes and smells appears in many
living rooms.
2030 artificial intelligence is able to form opinions on movies, books, and art.
2033 stem cell techniques can produce artificial organs.
2035 commercial flights are 100% autopilot.
2037 seismologists can predict earthquakes magnitude 6 and up to a year in
advance.
The functioning of schools and many university classrooms has not yet noticed a
need for a paradigm shattering event, a punctuated moment, but it is becoming
increasingly clear that the long period of stasis and coerciveness of classroom
activities will need dramatic change as Bertrand Russell and Albert Einstein
suggested. Bertrand Russell said: We are faced with the paradoxical fact that
education has become one of the chief obstacles to intelligence and freedom of
thought, and Einstein spoke of the modern methods of instruction strangling
inquiry. (Russell was talking about schooling when he used the word education.)
Mark Twains stated that schooling interfered with his learning.
This writing plunges into the notion that focusing on nonsense can help generate
more sense. Focusing on the nonlinear and multi-linear can help generate greater
linearity and/or acceptance of some nonlinearity. Focusing on disorder can
generate more order, and focusing on fuzzy thinking and confusion can generate
more clear thinking and mental fusion (synthesis).
My research on functional discontinuity is similar to disorienting dilemma, a
term used by Jack Mezirow of Columbia University Teachers College. Generating
a mental fusion (seeing a bigger, more open set of events) will not often arise
unless one deals with confusion. The terms, functional discontinuity, disorienting
dilemma, perplexity, stuckness, and confusion may be representative of what some
consider nonsense.
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CHAPTER 2
Mezirow applies this to adult learning. My experience with adults, high school
students, and middle grade students has demonstrated that disorienting dilemma
applies to students as low as grade three, and perhaps even grade one at times. He
says that this disorienting dilemma helps you be critically reflective of
assumptions you have acquired. Wrestling with confusing ideas may help us
question the present assumption that schooling helps increase our ability to
function well. The opposite may be true when schooling dispenses information
before students have questions. Jerome Bruner found that young students can learn
concepts in an intellectually honest way (concepts formerly taught in graduate
schools), if the concept is placed in terms of young students limited vocabulary,
and if the concept is related to what they already know.
Barbara Strauch, NY Times, reports on Kathleen Taylors brain research.
Taylor is a professor at St. Marys College of California. Strauch says: One way
to nudge neurons in the right direction is to challenge the very assumptions they
have worked so hard to accumulate while young. With a brain already full of wellconnected pathways, adult learners should jiggle their synapses a bit (what a
disorienting dilemma and functional discontinuity domy note) by confronting
thoughts that are contrary to their own. The brain is plastic and continues to
change, not in getting bigger but allowing for greater complexity. What she says
of adults can apply to children. Jiggling synapses/dealing with nonsense is a way a
brain invents itself. Jiggling by suggesting that education as process is more
powerful than delivering static content is helpful.
How many advances can a human brain make? What are the farther reaches of
thought? Many years ago, O.K. Moore explored the upper limits of human learning
with his Responsive Environments Laboratory. His students were ages three and
four, (perhaps some were age two). Moore had three teachers per student and very
expensive computer systems. Money was no object in his exploration of the upper
limits of human learning.
As you notice what he reports of student achievement, ask yourself by what
grade in school these students achieved that much. He said of their achievement: 1.
they had a genuine thirst for learning, 2. they would create their own assignments.
3. They had a mastery of punctuation and spelling. 4. They had a vocabulary that
excelled that of most college students.
If you were to guess they achieved that much by the fifth grade you would
probably be amazed. They did, however, achieve that by the time they entered the
first grade. First grade is correct. Learners and teachers were in a freer, responsive,
environment. They studied what was naturally puzzling to them with the assistance
of three teachers per student and expensive equipment. Their learning, at times, had
the effect of dealing with the process of mildly disorienting dilemmas. These
disorienting dilemmas were functionally discontinuous, and the function was the
process of creating a greater continuity (conceive a bigger picture while being open
to further expand it). Their social and emotional lives were studied and they were
found to be emotionally well adjusted with their extraordinarily high achievement.
This is strong evidence of the power of the human mind which we have not yet
adequately explored in schools and universities partly because of teachers
32
primarily delivering content. Brain researches, as far as I know, have done little
about studying student freedom to learn, in an ungraded environment with fMRI
scans while students are openly inquiring (a process). Demanding more
requirements (national standards that more than 40 states will usemore coercion)
does not generate more achievement in developing higher level thinkers. Schools
and universities have not tried disorienting dilemmas/functional discontinuity on a
wide scale, perhaps because schools and universities are too interested in being
certain and overly accountable in a trivial, often inconsequential manner. Business
leaders have found that relinquishing control and giving employees considerable
autonomy can boast innovation and success. The Harvard Business Review
(digital) 2/3/10 reports:
In chaotic times, an executives instinct may be to strive for greater
efficiency by tightening control. But the truth is that relinquishing authority
and giving employees considerable autonomy can boost innovation and
success at knowledge firms, even during crises. Our research provides hard
evidence that leaders who give in to the urge to clamp down can end up
doing their companies a serious disserviceWeve found that contrary to
what many CEOs assume, leadership is not really about delegating tasks and
monitoring results; it is about imbuing the entire workforce with a sense of
responsibility for the business
Relaxation of control can benefit any knowledge company, but particularly
in certain circumstances: when the organization begins to miss opportunities
because it cant understand or respond to market demands; when work is
impaired because employees feel excessively pressured and harbor
dissatisfaction; and when crises imperil the business. Then mutualism is the
best way to unleash the power of employees creativity. (Note again the
earlier mentioned research on trust). A.D. Amar ([email protected])., Carsten
Hentrich ([email protected]) Vlatka Hlupic ([email protected].
Creativity of students has been found to be lacking at least since 1990. (Even in the
1950s and early 1960s the American Psychological Assn. President, Guilford,
noted the appalling neglect of creativity. Liberal arts study has a tendency to
increase creativity. Partly because of less emphasis on creativity, Roger Baldwin, a
Michigan State University researcher has shown the number of liberal-arts colleges
dwindled from 212 in 1990 to 136 in 2009. It seems that students and universities
are not trusting the liberal arts, and the generation of big ideas to help them in their
job efforts. Part of that lack of trust arises from the elites avoidance of (the
difficult to measure) process and big, mind transforming ideas. This avoidance
helps program students and citizens to maintain the status quo which avoids
education as process.
Free schools which do with students what these advanced business leaders do
with the employees, find that students are more successful and more innovative.
Teachers and professors could profitably learn from some innovative business
leaders and Nobel laureates.
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CHAPTER 2
I suggest that more teachers and professors ought to be shocked by thinking

their primary job is to deliver content to students. Effective teaching is a process so
much more than being like one who delivers the mail, yet delivering content is the
common teaching mindset. Bill Smoots (Conversations With Great Teachers)
research also supports that teaching is so much more than telling.
Teachers and professors often think they can be most certain and accountable by
measuring clearly defined separate events. These events are often trivial (when unasked-for) yet we have not yet decided to move away from the presently closed
teacher telling/covering content approach in schools and universities because of
the desire for excessive certainty. Consciousness levels (Tononis phi) are not often
considered by many teachers and professors, nor is the difficult to define
process.
Not long ago psychologists thought that 40 percent of brain cells are lost as we
age. That is not so. Strauch states: What is stuffed into your head may not have
vanished but has simply been squirreled away in the folds of your neurons.
Recently, researchers have found even more positive news. The brain, as it
traverses middle age, gets better at recognizing the central idea, the big picture. If
kept in good shape, the brain can continue to build pathways that help its owner
recognize patterns and, as a consequence, see significance and even solutions much
faster than a young person can. The trick is finding ways to keep brain connections
in good condition and to grow more of the cells.
The brain is plastic and continues to change as Sharon Begley so ably states in
Train Your Mind: Change Your Brain. She has demonstrated that brains can invent
themselves (a process). About age and the brain, Immanuel Kant wrote some of his
profound material when he was age 80.
Often children as low as grade three, or even lower than grade one, need to
bump up against people and semi-confusing ideas that are different from what they
presently hold.
What is later said about functional discontinuity, what Malcolm Gladwell might
refer to as structured disadvantage, creates the disorienting dilemma about which
Mezirow speaks. This writing elaborates on the need for disorienting dilemma,
functional discontinuity, structured disadvantage, as a way to moving minds to
higher levels and bigger pictures. Functional discontinuity can assist the brain to
invent itself. More sense can be made by focusing, at times, on nonsense. Selfdirection is a process in which the brain invents itself. The limits of the size of a
continuity (an event) and/or how much sense is possible will also be explored.
Sense frequently arises from paying attention to nonsense for adults and
children. Larger continuities arise from paying attention to discontinuities.
Teachers and professors desire for certainty provides a condition for teachers and
professors to know some things or events which, often in an unaware way, prevent
them from learning other things and events. (Knowing everything is made of
matter and energy prevents inquiry into what isnt matter or energy). Knowing the
earth was the center of the universe, prevented knowing it wasnt (before
Copernicus).
34
Social science researchers frequently desire to follow the precision of physicists.

What educators and many social scientists seem to not notice (or forget) is that
physicists are now rather uncertain about the universe. Not knowing the
composition of 96% of the universe seems to be what many physicists are now
accepting as they attempt to penetrate more of the mysteries (something like
nonsense) of the universe.
Mysterious events are not frequently considered by teachers and professors in
their classrooms. The present outdated paradigms surrounding teaching brings
teachers and professors to think their job is to know the content of their field and to
deliver it to students. Teachers and professors often think students cant inquire
until they have the facts (content) of the course they are teaching. Schools and
universities have been content oriented for over a century. Outdated mindsets are
often unquestioned yet a wide variety of research implies that schools and
universities could profitably change classroom activity based on the other changes
that have recently occurred. Some scholars say that Gottfried Leibniz was the last
man to know it all (early 1700).
Powerful quantum computers are just around the corner. Non powerful quantum
computers already exist. (An example cited by Google): A classical computer
might need 500,000 peeks on average to find a ball hidden somewhere within a
million drawers. But a quantum computer could find the ball by just looking into
1,000 drawersa nice little stunt known as Grovers algorithm. A digital
common computer compared to a quantum computer has been likened to a
firecracker and an atom bomb. Almost unimaginable, but not quite.
We all know change. Change may be occurring so rapidly that we no longer
know the effects of rapidity of change. At one time physicists divided the world
into matter and energy. The universe is now divided into more than matter and
energy as physicists now look for a Higgs boson; that which gives matter mass;
that which has not yet been found, and that which physicists call the God
Particle.
More on the process of changeWired Magazine reports radical change in
future eating: On the fringes of how we might eat in the future lies an idea from
the celebrated scientist Robert Freitas, whose putative nanorobots, powered by a
radioactive gadolinium isotope, would patrol every cell in the human body and
supply energy to cells directly so that it neednt come from food. This would only
replace foods caloric aspect, so wed still need to take vitamin and nutritional
supplements in order to provide the body with new matter as cells die off,
according to Patrick Tucker, director of communications for the World Future
Society. Still, theres a certain cold comfort in knowing that if worse comes to
worst, nanotechnology might give us a food pill that, taken every 10 years or so,
would power our bodies if the planet loses the ability to do soor if were forced
to leave the planet, as Stephen Hawking suggests.
Teachers and professors often describe and explain. Descriptions and
explanations are given in terms of known categories. We can divide the world into
static or dynamicclassic or romanticconservative or liberalclosed or open,
and perhaps billions of other ways. When an event cant be described or explained,
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CHAPTER 2
categories are often created in attempts to describe or explain. Too often schools
and universities teach us to think that if we name it we know it. We can name
everything universe, yet do we know it? Physicists say that we now know less
than 5% of the universe. As far as we know, the universe has no middle or no edge,
but notice the difficulty in conceiving an event with no boundaries. Conceptions as
we know them, have boundaries. Process is unbound.
Todd May, The Lemon-Calhoun Chair of Philosophy, Clemson University,
states in his Gilles Deleuze: An Introduction: Consider the possibility that there is
more to our world then we can perceive, and more than we can conceive. Suppose
the world overflows the categories of representation that the dogmatic image of
thought imposes on it. This is not to say that our particular categories are lacking
something that other, better categories would give us. Our imagination must go
further than that. We need to consider the possibility that the worldor, since the
concept of world is too narrow, things or being or what there isoutruns any
categories we might seek to use to capture it.
In the past, bigger and better categories have helped us describe and explain
more but as May remarks: Our imagination must go further than that. What
follows is an attempt to provide conditions, not for new categories, but to open
minds to the possibility of the power of knowing more tentatively: knowing with
less certainty; knowing as a process that may help us know more by being more
receptive to what now seems near impossible. As Sir Arthur Eddington said: The
universe is not only stranger than we imagine; it is stranger than we can imagine.
Recent research offers hope for improving student learning. Recent findings in
neuroscience and in a variety of fields indicate some relatively rapid change is
needed in what we do in schools and universities, if our brains will develop fast
enough to adapt.
Those who have used high-quality voice recognition programs have experience
with machine learning. Machines are already learning to learn. The New York
Times reports: the most advanced models are fully autonomous, guided by
artificial intelligence software like motion tracking and speech recognition, which
can make them just engaging enough to rival humans at some teaching tasks.
Researchers say the pace of innovation is such that these machines should begin to
learn as they teach, becoming the sort of infinitely patient, highly informed
instructors that would be effective in subjects like foreign language or in repetitive
therapies used to treat developmental problems like autism. But this development
is still in its infancy.
Progress being made with quantum computing indicates that within five years
we may have more powerful quantum computers. With their ability to learn, some
day in the not-too-distant future quantum computers will be 1 million times more
powerful than the ones we now use. With their increased ability of learning to
learn, it is difficult to predict how humans may use them. In 2011 affective
programming is making gains to make computers more sociable.
By 2049, Ray Kurzweil predicts, Man will become one with machines. His
book the Singularity Is Near, prompted a group to create Singularity University
(SU).
36
Kurzweil believes Singularity University is not a religion but an academic

institution though it is not one to rival MIT or Caltech. (Cal Tech at one time did
and maybe still doesallow students follow their muse (and their students were
highly successful). Other schools and universities could profitably follow
Kurzweils view of creating generalists so that more of what has been taken apart
may be reassembled into broad, general wholes.
Following Alfred North Whiteheads suggestion to generalize after studying a
specialty, is one way to becoming a generalist. Focusing on nonsense may help one
make more sense. Focusing on nonsense/discrepancies is often helpful in making
more sense. Schools and university classes now often only study a specialty, partly
because their teachers and professors are primarily specialists, not comprehensive
generalists even though they may have a doctor of philosophy degree. About this
Einstein said: If we knew what we were doing it wouldnt be called research.
The 6/12/10 NY Times mentioned: A time, possibly just a couple decades from
now, when a superior intelligence will dominate and life will take on an altered
form that we cant predict or comprehend in our current, limited state. At that
point, the Singularity holds, human beings and machines will so effortlessly and
elegantly merge that poor health, the ravages of old age and even death itself will
all be things of the past.
The ASCD reports: Author Marilee Sprenger illuminates the challenges of
classroom teaching in the digital age. She explains that 99% of incoming information
to the brain is dropped or discarded. Given the quantity of messages bombarding the
brain, writes Sprenger, Anything that is not familiar, does not make sense or is not
associated with survival may be quickly disposed of. The implications for teachers
to reach students above the din of competing information is profound.
Acting differently, teachers and professors would profitably become hesitant to
give answers before students had questions. The answers teachers and professors
give (often lectures) are not often answers to what students find remarkable,
interesting, and important. Many teachers and professors may now profit from a
punctuated moment where they see there would no longer be excessive teacher or
professor telling so that students could better think for themselves. Students now
often do not have questions about the topic they are studying, because the topic
was assigned, even though the teachers topic is often not interesting to many
students. Student questions are often, How many pages do I have to write? Or
Will this be on the test? Learner questions are often about the nature of a
remarkable topic of interest.
Other examples of rapidity of change teachers and professors could profitably
notice are within 25 years it is predicted we will have brain implants which
produce thought activated Google searches. Woody Tasch said: We live in a
world of ever-depleting resources. Money is no longer the currency. Air, water and
soil are the currencies for the future. The Dawning Nebulae, based at the National
Supercomputing Center in Shenzhen, China, has achieved a sustained computing
speed of 1.27 petaflopsthe equivalent of one thousand trillion mathematical
operations per second. Another source said a new Chinese super computer (Tianhe1A) can perform mathematical operations about 29 million times faster than one of
37
CHAPTER 2
the earliest supercomputers, built in 1976. For the record, it performs 2.5 times 1015
mathematical operations per second.
These predictions imply a need for tolerance of ambiguity. Intolerance of
ambiguity generates an excessive emphasis on specialized concepts, avoidance of
process, and the need for certainty. This emphasis occurs because the complexity
of generalized thinking has forced leaders and citizens to be uncertain about the
existence of congested complexities (big ideas and processes often considered
nonsense by those wanting certainty).
Complex thinking is often considered to be chaotic and nonsensical. Until
recently, behaviorists had many of us believing that only if something could be
directly sensed did it exist. This implied that mind, beauty, intent, wisdom,
openness, and quality did not exist in any public sense.
Schools and universities have been excessively intolerant of ambiguity
because of an original mistake; the need for certainty. Were schools and
universities more tolerant, they would consider what CEO Dev Patnaik said as
reported by Nipun Mehta: Wired to Care: How Companies Prosper When They
Create Widespread Empathy, he argues It is not the lack of innovation that
hampers companies, but the empathy gapthe chasm between employees in
organizations and the people that they serve. Companies, he said, do a good job
of stamping empathy out of employees, then are surprised when employees make
poor decisions or try to sell things that people dont need. Schools and
universities often do the same.
The opposite of intolerance to ambiguity is promoted by the use of functional
discontinuity (a mind-opener). Functional discontinuity puts a gap in a students
knowledge structure. (Mental gaps may temporarily be considered nonsense.)
The seemingly nonsensical functional discontinuity is a condition for the process of
open inquiry in a freer, responsive, ungraded environment.
Less certainty is noted in pass/fail grading. The NY Times reported that
Harvard and Stanford, two of the top-ranked law schools, recently eliminated
traditional grading altogether. Like Yale and the University of California,
Berkeley, they now use a modified pass/fail system, reducing the pressure that law
schools are notorious for. This new grading system also makes it harder for
employers to distinguish the wheat from the chaff, which means more students can
get a shot at a competitive interview.
Steven Tedesco, Journal of Unschooling and Alternative Learning, Volume
5, Issue 9, Fall, 2010, states: The arguments presented reveal how disturbing
and damaging grades are in education in general, not to mention in higher
education. By reflection on my personal experiences, I have had a chance to
explore how grading in a terminal degree program has already conditioned
me to act, speak, and participate in ways which I would not if grading didnt
exist. Through my reflection and with the support of relevant literature,
I have come to conclude that grades serve no purpose in terminal degree
programs whatsoever.
38
I think that the most fitting end to this discussion is to read the words of Paul
Dressel who elegantly reveals the utility of grades: A grade can be regarded
only as an inadequate report of an inaccurate judgment by a biased and
variable judge of the extent to which a student has attained an undefined level
of mastery of an unknown proportion of an indefinite amount of material.
(Dressel, 1957, p. 6)
Nipun Mehta reported: How Nonsense Sharpens the Intellect. Mehta reports
Alexander Hafemann said: In a series of new papers, Dr. Proulx and Steven J.
Heine, a professors of psychology at the University of British Columbia, suggests
that, paradoxically, this same sensation (experiencing nonsense) may prime the
brain to sense patterns it would otherwise missin mathematical equations, in
language, in the world at large. (They argue these findings) are variations on the
same process: maintaining meaning, or coherence. The brain evolved to predict,
and it does so by identifying patterns.
When those patterns break down the urge to find a coherent pattern makes
it more likely that the brain will find one. What is made functionally
discontinuous (through noticing a discrepancy, an anomaly, disorienting
dilemma, or paradoxical, or perplexing situation) can generate a larger
continuity). J. Richard Suchman also found that to be true years ago as
reported in his Illinois Studies on Inquiry.
Hafemann also wrote: Brain-imaging studies of people evaluating
anomalies, or working out unsettling dilemmas, show that activity in an area
called the anterior cingulate cortex spikes significantly. The more activation
is recorded, the greater the motivation or ability to seek and correct errors in
the real world, a recent study suggests. the idea that we may be able to
increase that motivation, said Dr. Inzlicht, a co-author, is very much worth
investigating.
Functional discontinuity generates moderate perplexity, mental stuckness, and a
sense of wonder from which open inquiry arises. To help remove constraints
surrounding the outdated obedience to authority mindsets in many classrooms, and
to help notice the value of self-directing mind opening and awareness
enhancement, a condition of functional discontinuity in a freer, ungraded
environment could profitably be given much attention. As Ralph Waldo Emerson
said: People wish to be settled. Only as far as they are un-settled is there any
hope for them. Moderate unsettling (providing a condition for a student to notice a
mental gapa discontinuity) can function to help generate open inquiry. Later,
one may notice a peaceful unsettling helps one be more peaceful in an openly
semi-settled way.
The use of functional discontinuity when teaching is secular, yet some of the
goals could be interpreted as trans-empirical. (Some hold that a trans-empirical
goal is nonsense), perhaps the opposite of the obedience to authority type goals. Is
finding meaning from experience, at times, seen as arising from experiencing
puzzlement? Some goals and outgrowths of this kind of teaching are the generation
of that which explains discrepancies, or helps one better accept unexplainable
39
CHAPTER 2
discrepancies. Some students, when openly inquiring, discovered what

psychotherapist, James Guinan found to be powerful stem qualities. (Not to be
confused with other stem programsscience, technology, engineering, and math.)
The word stem and stem qualities refers to the mental equivalent of physical stem
cells. Physical stem cells can generate all or most other body cells. Stem qualities
mentioned below can help a brain invent itself. Guinans stem qualities are:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Increase the tendency to let things happen rather than make things happen.
Have frequent attacks of smiling.
Have feelings of being connected with others and nature.
Have frequent, almost overwhelming, episodes of appreciation.
Have the tendency to think and act spontaneously, rather than from fears
based on past experiences.
Have an unmistakable ability to enjoy each moment, and to make the best out
of each experience.
Lose the ability to worry.
Lose interest in conflict.
Lose interest in interpreting the actions of others.
Lose interest in judging others.
Lose interest in judging self.
Be compassionate to self and others without expecting anything in return.
The power of stem quality 1. (increase the tendency to let things happen rather than
make things happen) frequently permits the other eleven stem qualities to arise. It
is an example of being peacefully natural. It is difficult to be a natural because
schools, universities and society often pressure students to be more than they are,
or other than they are rather than use their natural power to learn to be
increasingly self-directing. A self-directing person invents his own brain and
accepts what is (that cant be changed) as it is, without a need to change it.
A way of looking at being a natural learner, rather than one pressured to change
by outside authority, is a precisely stated outgrowth of stem quality 1. Amplified
by Deepak Chopra in the notes section.
As was mentioned, the other less educational version of stem teaching is also
understood as, science, technology, engineering, and mathematics. An ASCD
report said: But creative types are working valiantly to turn STEM into
STEAMwith the A standing for the arts. At the Boston Arts Academy, for
instance, the arts are infused in every subject. While creative pursuits are often the
first to go when budgets are cut.
Elizabeth Stage, the director of the Lawrence Hall of Science at the University
of California, Berkeley, said: Whats central about science and how that
overlaps with technology, engineering and math, should be considered. Dr.
Stage thinks its a false distinction to silo out the different disciplines,
(STEM of science, technology, engineering, and math) and would much prefer
to focus on what the fields have in common, like problem-solving, arguing
from evidence and reconciling conflicting views. Thats what we should have
in the bulls-eye of our target. (More like process.)
40
Classroom management, taught to most secondary and elementary teachers, and

expected by most university professors, seeks power and control over students. As
power and control by teachers and professors in classrooms is so pervasive, and
has gone on for such a long period, its coercive force is barely noticed. This
coercion prevents natural learning, and is one of the reasons schools and
universities need transformation.
The value of self-direction as a motivator is mentioned by Daniel Pink who
reports on older research (by Gluxberg) in which subjects were to place a candle on
the wall using tacks, light the candle, and not have the wax drip on the wall. The
small pile of tacks was in a small box on a table with matches and a candle beside the
box. One group was given the task to be the norm group to determine how much time
people would take to solve the problem. The second group was incentivized by
paying them money with the fastest solution getting the most money.
The research found the problem was solved most quickly by the group with no
incentives; the norm group. The reward for the norm group was intrinsic
motivation. The reward for the second group was extrinsic motivation and they
scored more poorly than the group with internal motivation. Where the rewards
were highest, the worst performance (took the longest to solve) was the group with
the highest external incentive (offered the most money). This research has been
verified numerous times. The solution was to place the edge of the box on the wall
with several tacks, then place the candle in the box and light it. Learning for its
own sake is intrinsically motivating.
Pink reports that the conditions of autonomy/self-direction works as a much
better incentive than external reward such as money. Grades and degrees are
external rewards similar to money. Schools and universities continue to use grades
and degrees as an external rewards. This research indicates that grades and degrees
do not work as well for solving more difficult problems. For very clearly defined
simple problems, external rewards are a workable incentive (workable but often
trivial which may be why schools are sometimes boring, inconsequential places
that need transforming).
When the problem to be solved is clear and easy, such as when the tacks are
placed on the table outside the box, the problem is much easier and the speed of
the solution is greatly improved. If schools and universities are to prepare
students for the real world of more complicated problem solving, intrinsic
motivation, (self-direction/autonomy) has been shown to work best, yet older
coercive ways remain common partly because of habit, need for certainty, and lack
of awareness.
The term education, as used here, seeks to develop curiosity, creativity as well
as kindness. Education leads to what is similar to the Chinese word hsin, which
integrates the mind and heart into a unit. Van Rossum and Hamers learning and
knowing levels 4-6 does the same. Training operates at the three lower levels.
Few professors or teachers have these goals in their daily lessons plans. Arne
Duncan, Secretary of Education, has said that many, if not most, teacher-training
programs are mediocre. Mediocre perhaps because the coercive telling and grading
turn off curiosity.
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CHAPTER 2
About our values, Nicholas Kristoff reports: We are now (summer 2010)
spending more money on the military, after adjusting for inflation, than in the
peak of the cold war, Vietnam War or Korean War. Our battle fleet is larger
than the next 13 navies combined, according to Defense Secretary Robert
Gates. The intelligence apparatus is so bloated that, according to The
Washington Post, the number of people with top secret clearance is 1.5
times the population of the District of Columbia. Meanwhile, uing from
evidence and reconciling conflicting views. Thats what we should have in
the bulls-eye of our target. (More like process.)
from the College Board says that the United States, which used to lead the world in
the proportion of young people with college degrees, has dropped to 12th.
The goals of peace and goodwill among men are often held by educated people.
As Einstein said: Nothing that I can do will change the structure of the universe.
But maybe, by raising my voice I can help the greatest of all causes - goodwill
among men and peace on earth.
Rick and Bill Ayers say: Schools that claim to reflect the American values
also deny kids the right to speak, submit them to endless surveillance and
unreasonable random searches; they insist that no one fight in school even as the
school itself is militarized and turned into a race of war recruitment As education
is increasingly framed as a commodity purchased in the marketplace rather than a
public good and the human right, is reduced to a social Darwinist model of
competition, sorting, and external criteria for success, and is desperately enacted in
classrooms across the country. We are told repeatedly that we benefit from the
greatest democracy and the greatest amount of freedom that makes us the envy of
the world, while in our schools we see the iron hand of authoritarianismmore
intrusive, more demanding, more concerned with the tiniest details of education.
We often look for certainty with numbers. Numbers can be counted, but as
Einstein further said: Not everything that can be counted counts, and not
everything that counts can be counted. Within the other stem learning, math is
overly pushed at the expense of literature, music and art because math, it is often
thought, provides more certainty than literature, music and art. Einstein, however,
also said that the laws of mathematics, insofar as they are certain, do not relate to
reality, and insofar as they relate to reality, they are uncertain. Godel proved
nothing can be proved.
Evidence will later be provided to show that schools and universities do what
they do more for the economy than for higher-level student learning. The economy
functions well when things are more certain. In the past, yes, but not today. Enter
greater risk-taking. It is often the need for certainty that prevents schools and
universities from taking risks to develop higher-level independent thinkers. Process
cant be counted. Logic is not one but many. This year more information more
information will be distributed than there was in the last 5,000 years. What to
ignore is learned through education rather than only training. Information overload
generates poor decision-making.
42

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TRANSGRESSIONS - CULTURAL STUDIES AND EDUCATION

Choice and Engaged Learning