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“Developing the mind is important but developing a conscience is the most precious gift parents can give their children.”
John Gray
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I just finished an ‘education system and society’ project where I had some PTSD revisiting some of the same issues I encountered when discussing my 2009 online education initiative. I begin where I have always began – the objective of education has never changed. It is to create good effective citizens so essential thinking skills are embedded within their eventual professional focus; by developing minds. I have consistently said, and thought, the education system should stop chasing industrial predictions of what the professional world will look like in the future. I am not alone in that thought. Shit. Toffler warned us to not follow that in 1970. That said. That is almost heresy in an industrialized education system, and an increasingly professional skill reductionist societal mindset, where everything seemingly gets reduced to measurement against ‘useful skills that can be professionally applied.’ To be honest at this point it almost feels like schools from kindergarten through university are structured in ways that students end up less developed than they would be if they spent the equivalent amount of time doing something else. This is not a reflection of poor educational intent, but rather how capitalism theory has been dictated upon the theory of education within capitalist societies. Ultimately this is a reductive ‘human capital’ theory, rather than “mind development”, that has made educational systems just feeders of the economy not a civilized society. Simplistic pragmatism has stripped education of the belief that possibilities and potential is found in what many people deem ‘soft skills’ (thinking, situational awareness, ethical decision-making) rather than ‘hard skills’ (pragmatically doing something). I suggest that while it is not a binary discussion it is those thinking & awareness skills which creates higher value for when you have actually learned a specific skill.
Anyway.
Consistently, one of the biggest debates I have with traditional educators (and, frankly, some boomer type people who suggest we need to go back to some basics in education so that “they”, i.e., youth, can learn the things we learned) is the role of the web and whether it can educate properly. I find this all a bit ironic in that these same people focus less on developing thinking minds and focus more on pragmatic thinking minds where online pragmatic youtube skills channels are incredibly effective.
We need to ignore existing paradigms and focus on the best ideas.
Yes. That ‘ignoring existing paradigms’ philosophy sucks if you are in the existing education system but developing a new education model means working backwards from whom you are educating.
Which leads me to the people at The Fischler School of Education and Human Services at Nova Southeastern University.
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According to a 2008 Pew report, 97% of American teens aged 12-17 play computer, console, or cell phone games, and three-fourths of these teens play them with others at least some of the time (Lenhart et al. 2008).
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93% use the Internet, 61% go online daily, and 51% create content that others can view online (Lenhart et al. 2007).
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Eleven million students under the age of 18 use MySpace (Owyang 2008).
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The site myYearbook, a social networking site created specifically for 12- to 17-year-olds, boasts 7 million members (Loten 2008). In short, many, perhaps even most, of the current generation of learners are enmeshed in connective technologies.
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The environment and culture in which people grow up affect their thought processes and that cognitive processes are far more malleable than previously assumed. Evidence provided by magnetoencephalographic (MEG) imaging suggests that structural rewiring of the brain “can and does occur via experience” (O’Boyle and Gill 1998, 406). Interactive and interpersonal applications of digital technology shape the social and cognitive development of those who use them (Shumar and Renninger 2002). Oblinger (2004) claims that “constant exposure to the Internet and other digital media has shaped how [students] receive information and how they learn” (“Abstract,” 1). Some of these changes include “the development of a new type of multimedia or information literacy” which “parallels other shifts in how we approach learning such as of moving from an environment of being told or authority-based learning to one based on discovery or experiential learning” (“4. How People Learn,” 7).
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Students “tend toward teamwork, experiential activities . . . and the use of technology. Their strengths include multitasking, goal orientation, . . . and a collaborative style” (“2. Changes in Students,” 1).
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New societal patterns produce new educational paradigms that too frequently completely discard the old.
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Students engage their social-connectedness schema in a set of behaviors that I describe as “link, lurk, and lunge”: Students link up with others who have the knowledge they need; they lurk, watching others who know how do to what they want to do; and they lunge, jumping in to try new things often without seeking guidance beforehand (Brown 2000).
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Students’ social-connectedness schema underlies their ability to create and sustain physical, virtual, and hybrid social networks (Oblinger and Oblinger 2005).
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Today’s students “do not just think about different things, they actually think differently” (Prensky 2001, 42).
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Reigeluth (1999) argues, “when a human-activity system (or societal system) changes in significant ways, its subsystems must change in equally significant ways” (16).
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Education theory must change to accommodate new developments in the way students learn and access information.
Source: This article was originally published in Innovate as: Sontag, M. 2009. A learning theory for 21st-century students. The article is a reprint of the original publisher, The Fischler School of Education and Human Services at Nova Southeastern University.
While the information is dated, it remains directionally true. So If we use this information and think about an education redesign what kind of outcome can we expect?
Well. Let me use something the Singapore Ministry of Education has written and created.

If you buy into all of this, well, you then begin leaning into the thought that knowledge and skills must be underpinned by values which help define a person’s character. They shape the beliefs, attitudes and actions of a person, and therefore form the core of the framework of competencies.
The middle ring signifies the Social and Emotional Competencies—skills necessary for children to recognize and manage their emotions, develop care and concern for others, make responsible decisions, establish positive relationships, as well as to handle challenging situations effectively.
The outer ring of the framework represents the 21st century skills necessary for the globalized world we live in. These are:
- Civic literacy, global awareness and cross-cultural skills
- Critical and inventive thinking
- Information and communication skills
Why do I think this matters?
Well. we are in this weird spot where we are being encourage do think that people who go to an Ivy League school, or an equivalent, are less worthy to not only talk to but listen to. Please note, that is nuts. I am not a huge fan of ‘elite schools’, yet, most of these elite schools are simply the highest forms of vocational training – not thinking. And that is where higher education gets caught between being beneficial and being not. Elite schools train practitioner-based leaders, not thinkers. They foster holders of power, not critics of power or even critics of existing systems that uphold power structures. They have a nasty habit of not encouraging an independent mind or an independent thinker (challenging the systems within which people work) or a mind independent of allegiances to the existing institutional power structure. That is where education’s outcomes get killed in the public perception mindset (and it should). An independent thinker thinks of exploring while the practitioner-trained leader seeks to harvest existing fields, i.e., simply squeezing more out of an existing system.
I believe if we want to change education we should let learning occur through individual pursuit, not always ‘from-the-top’ dictate. I also believe business should be designed this way so it all actually ends up in sinc with a larger ‘optimizing professional potential’ objective. That said. I would argue the biggest obstacle to attempting this youth education redesign is adult’s unhealthy love of symmetry & “well rounded education”. My view is to encourage asymmetrical learning. Why? Emergent learning begets exponential learning, not additive learning. That is my Tedtalk in a nutshell. I will note that in order to achieve this it will take a blend of online and face-to-face (as noted in my 2009 initiative – online supported by face to face – or this 2023 piece on blended learning).
Which leads me to we should stop talking about free college or even college at all. 
College is a tactic in developing minds, let’s talk strategies. It was around 1900 that the United States made highly (essentially) universal. Industrialized education or not, it created an entire generation with a strong foundation of knowledge. I could argue this was ‘structural value creation’ for society and business. To me the key to the future of, well, everything, is not college education, but youth education. How do we reinvest our energies and focus on the young – equally – so that there is a foundation of critical thinking and knowledge from which the future can be leveraged from. And while I purposefully put ‘critical thinking’ I’d like to be clear that there needs to be a reemphasis on math and science. We need to ditch the ‘right brain/left brain myth’ <which, in my mind, is where things began to truly unravel at the youth education level because it applied some pseudoscience to an already industrialized education system> and grasp the fact that philosophers and ‘creative thinkers’ are better if they understand math and engineers and plumbers (who really are a version of an engineer) are better if they understand arts. To agree with me you almost have to agree that progress is nonlinear, in other words, ‘new work’ is often unplanned outgrowth of innovative thinking. And, if you do, then it behooves the working population to certainly learn a skill, but having reached that skill bringing to bear a broader scope of knowledge and learning to that skill then simply that skill’s particular knowledge stream. Well. That’s what I think. Ponder.




Realistically the last time everyone possessed the same skills in a society to participate within a leadership role at 100% equal was maybe several millennia ago when humankind was in the hunter/gatherer era. Once we evolved into larger social groupings, inevitably creating cities and population clusters where some people had to make decisions for the greater good of the whole, some people naturally evolved into governors and governing <leadership> and the expertise needed to assume those responsibilities. And while we can bitch & moan about the ineptness of leadership, in general, leaders decide on the big shit and others decide on the little shit and the world is relatively navigable. But, yeah, that ‘navigable’ aspect is annoyingly more difficult than we want, believe it should be, and in being that way we everyday schmucks get confused and believe we would be smarter, if not as smart, as people in the positions of leadership.





Shifting baseline syndrome has since been shown to be pervasive everywhere in the world and today I’m suggesting it has to do with norms and in particular the largest domain of behavior the obedience to the unenforceable. Our current path is dismantling an earlier world weakening the mechanisms on which the spirit of society – economic, social cohesion, freedom – permitted progress. Defying existing norms creates a new axis mundus of injustice and exploitation. It is now with the things which had never been formally identified and categorized we’re increasing economic and social difficulties are now big being constructed. It would be remiss if I didn’t point out all of these all of this diminishes the greatness or the potential for of countries and societies. This is a new type of exploitation even different than the notion that marks offered us. This exploitation is not a class construct, but a classless construct. And, yes, pun intended. Regardless. This all creates social negativity compounded by the fact the only way to curb this societal dysfunction is inevitably through laws. Well, a law will never tell anyone the right thing to do, just highlight the most wrong. And, once again, no sane person wants a law to dictate behavior in all circumstances.
philosophical frameworks. But. often, the most important norms are implicit because they are unspoken expectations that people absorb as they experience the world around them. but when these norms loosen up, well, significantly, as in they become untethered to any real manners, we will inevitably shift our baseline. It is happening in the present. We need to re-tether norms to acceptable behavior and make some of them a bit more specific. Make the past vague outlines of what is acceptable, and what is unacceptable, a bit more concrete. We need to be a bit more explicit in order to constrain some behavioral bad actors into a clear unacceptable category and reject a shifting baseline that is shifting downwards into hellish behavior. Ponder.
Small groups of people, with the thought they are better, smarter, more intelligent, more whatever, have gathered together since the dawn of time. It would be silly to suggest this is always bad because sometimes the scientists, the doctors, the engineers, the geniuses, even the kindhearted, have gathered together to address some of the most critical issues of humankind. And sometimes they get it right (thank god).
So, I circle back to who owns the future, who owns the power, who owns the money? And whoever does, can they handle the power and the money they have? Those are important questions because power subverts the intentions of a free market. Today’s marketplace is a system of competing powers (players) each of whom are seeking an advantage, but, the few – the perfectibles – assume the most power in this power game. We should note market advantage is information <knowledge, wisdom>, money buys information (see opening note on Illuminati and information gathering across Europe). I say that because if the world, the market, isn’t sane <power distorts traditional view of sanity> and willing to define its own fate, technology – or any tool – will not solve it and money is simply power to eliminate things that are obstacles to more money and growth. To the Perfectibilist, more is never enough and there are no rules when it comes to maintaining or protecting one’s wealth and power. If you buy into that thought, or thoughts, then we need to become concerned when the institutions of money <people with money> rule the world. We should be concerned because when those people begin to talk about fairness or shared prosperity they do so with a catch. The catch is “as long as it does not infringe upon my pursuit of my money and my wealth.” Without context, that is a fine and dandy thought. But in a zero-sum mindset it suggests HOW I got my money and wealth was fair and equitable and the system of money rewards those who deserve it. The Perfectibles will tend to guide decisions toward their own worldview which is most likely not even close to reality.
Growth, money and power are the ends. In a Perfectibilist purview let’s call it ‘winning.’ Winning is simply the outcome of any means to achieve that trifecta. Yeah. Winning justifies the means regardless of the means. The Perfectibilist says “the path to better comes at a cost and one of the costs is if the weak can’t keep up they need to make room for the strong.”


Our neural investment is grounded in our formed images of reality and our formed images of reality are typically grounded in experiences. This does not necessarily mean things that we have actually encountered and done, although those things do create deeper memories, but it could be words we’ve encountered, pictures we’ve encountered and opinions we’ve encountered. All of those things subconsciously gather together in certain parts of our brains and create some memories. Many of those memories are not causal, but actually a concoction of disparate experiences which coalesce into some memory. I worded it that way to suggest that sometimes memories are not exactly the most exact things. And they absolutely are not true reflections of reality, but they are the best that we have. And from those memories we find value. What I mean by that is those memories are valued by our brain therefore when we bring these memories to the forefront either when we’re ready to make a decision or reflect upon the present situation; they represent value. That value drives our attention. The sobering thought to end that discussion is, and this may sound odd when discussing very personal experiences and memories, garbage in & garbage out. Effective neural investment is an attempt to manage the garbage in so that what comes out is just a bit less garbagey.
All durable dynamic systems, including our brains, have this sort of structure; it is what makes them adaptable and robust. Navigating the long now leverages longevity to optimize value in the Now through what we pay attention to and, as a result, what experiences we have. I suggest all of that because if your ‘experiences’ are shaped by short term, your memories are a bit more fragile and brittle (and certainly of less deep value) and therefore the memories you lean in on when making choices are, well, more brittle and fragile. If we begin to become a bit more thoughtful with regard to what we pay attention to, to how we engage with our experiences, the memories created will exhibit more robust value from which, when tapped, will make future decisions more robust and resilient.
collective intellectual there’s a solution. We may not have it today but it exists. But, once again, people need to be purposeful because, stated or not, technology is pretty purposeful. It purposefully exploits, often degrades, or even destroys, how someone builds their reality, their mental self-confidence, their trust in processes and systems, and the approaches required for the efficient and effective functioning of communities and societies.




Speaking of the ‘not necessary’ thing. I sense part of the reason yes and no are disappearing is because we believe it is necessary to discuss everything.
The fascination with what is optimal in thought and behavior does reflect a certain sense of beauty and morality. Cognitive scientists, economists, and biologists have often chased after the same beautiful dreams by building elaborate models endowing organisms with unlimited abilities to know, memorize, and compute. These heavenly dreams, however, tend to evaporate when they encounter the physical and psychological realities of the waking world. Mere mortal humans cannot hope to live up to these dreams, and instead appear irrational and dysfunctional when measured against their fantastic standards.
But we all need to keep in mind. Each day in the workplace we are forced to examine millions of little decisions that inevitably make up what business is all about while we, ourselves, make something like 30,000 decisions in a day. This constant scrutiny of hundreds of possible outcomes for every decision you make will drive you nuts. And the constant discussion will use up more time than is useful.
While ‘increasingly short attention spans’ is a bullshit narrative it is not bullshit to say it is becoming more difficult to figure out what to pay attention to. While the internet has offered the joys of any and all knowledge at your fingertips, it has also offered the despair of being bludgeoned with a steady hailstorm of any and all knowledge (real knowledge, false knowledge, made up knowledge). This bludgeoning has either numbed us or forced us to hide our attention in smaller spaces where we only see the things we want to see. So. Cognitively we are overloaded (and I only believe it is increasing). McLuhan outlined the issue maybe the best – ‘we ratio.’ We always ratio our attention and technology has simply re-ratioed things for us. In the process of ratioing us we are getting squeezed and, well, being suffocated. In fact, I believe every one of us runs into a very complex Big Squeeze only amplified by technology. Ok. Let me be a bit more specific. Technology is an equal opportunity distributor of any and all content – true, untrue, useful, useless, and everything in-between. As we get squeezed by all of this we become, well, numb. This isn’t an excuse for people to be derelict in their duty to sift through the garbage to find the non garbage. It is simply a point. People are pattern seeking and within all this stuff it becomes next to impossible to discern real patterns – it is easy to become numb. This gets even trickier because AI systems are designed to recognise patterns, but, contrary to human beings, they do not understand the meaning of these patterns. So we get presented with patterns that, well, don’t exactly align with the meaning, or meaning in general, with what we understand as humans. Faced with enough of that we become numb.
“Feeling must have rendered her numb.”


Suffice it to say we have become a maniacally litigious society combined with a relentlessly unforgiving society.
I am certainly not going to suggest that this societal driven hesitation eliminates doing the right thing. That would be silly.

There is a pernicious narrative that being kind just opens you up to being taken advantage of. In other words, people are not really kind because they have a “what’s in it for me” attitude. This is pernicious because it is a double-edged sword. It encourages kind people to believe that kindness isn’t valued. It encourages all people to believe that kindness is more likely to be penalized than rewarded. This triply sucks because, well, most people are kind. And they prefer to be kind.
While we could debate whether I am exactly right on what I am now going to share, the reality is that one of the most important attributes of a good person is actually “ability to make the tough decision without losing sight of kindness.” I imagine my point is that if you make the bold choice to incorporate kindness from day one <which no one seems to be pragmatically encouraging young people to do so> it just becomes something you do without thinking about it. Your life is inextricably bound to kindness and while I have no statistics to support my next point my guess is that “outcomes” are equally distributed to those bound to kindness and those not (in other words, the choice doesn’t change the overall distribution of success). So, kindness ‘success’ is captured in the fact you are just as likely to succeed on outcomes AND you can value the effort you invested in whatever outcome there is (and, I imagine, you will be more liked and respected).
corollary, you also have to choose to live in defiance of all that is not kind. I mean this attitudinally as well as behaviorally.**
Anyway. Here is some harsh truth.
I thought about this recently due to a conversation I had with a kindness kindred spirit. For just a moment in a busy day, in a business discussion, we took some time to talk about moments where we experienced kindness around the world. I would suggest that these little moments are important in a world generally mired in dystopian thinking, some misguided hopes, and relentless zero sum thinking. Those words matter because kindness and hope are inextricably linked. For what is hope without kindness embedded within it? It isn’t hope; it’s achievements, it’s outcomes, it’s outputs. It’s things, not dreams. Those are the sorts of things, as I pointed out earlier, that are often bereft of kindness. Kindness increases the value of hope. Maybe hope resides in