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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.



Using the phrase “using the future to escape the present” generally refers to the concept of focusing on or relying on future possibilities, outcomes, or plans as a way to cope with or avoid dealing with current challenges, responsibilities, or issues. It’s a mindset where a person may prioritize imagining a better future instead of addressing their current reality. That said. Let me begin with the positive shit. It might mean using the vision of a better future as a source of motivation and hope during challenging times. This can be a healthy way to cope with difficulties, as long as it doesn’t lead to neglecting the present entirely. It’s kind of a version of Churchill’s ‘if you are in hell, keep going.’ As long as your future horizon incorporates some planning to get there, well, that can be a proactive approach to getting out of where you are and to a more fulfilling place in your life.



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.



Value-extracting creates nothing new: it simply moves money around. It does not grow the economy, it does not lead to innovation, and it contributes to greater inequality. Well. That is certainly one vein of wisdom. But let’s talk about an uncomfortable version of value extraction. Yeah. We talk in business about value creation all the time. Maybe we should talk about value extraction just a bit more. Why? Because a lot of business is extracting value and ideas and thoughts from semi-formed value, ideas and thoughts in the people around you. Oh. And to exploit those extractions. Yeah. I just said that. That sounds bad, doesn’t it”? Let me explain. The business world is, and has been, a specialized world for a while. Decades and decades of ‘specialize to optimize your career’ has wrought a world of, well, specialists. And because business is business, they have tripled down on that specialization encouraging people to invest their outside energy honing that specialization and honing their ‘productivity skills’ surrounding that specialization. As a consequence, that means the business world is strewn with specialists who really aren’t adept at offering value, and value creation, ideas beyond their constrained specialist zone. I am not suggesting that zone cannot be deep and valuable, just that it isn’t particularly broad and valuable in a larger scope. Given what I just said, a minority of good business people are good at plucking out the ideas, thoughts, skills from the people around them. Uhm. Extracting and exploiting.
Within the next decade we ought to develop tools that would allow us to interact not only with information, but also with simulations and predicted futures, concepts, that might emerge depending on the dynamic marketplace and the choices we might make to exploit the market opportunities. It would be silly to ignore the fact technology offers the best opportunity to do this. knowledge graphs, AI which analyzes computer usage, LLMs which pluck out individuals for the extractors to go seek out. There are a number of semi-creepy ways to extract and exploit – in the interest of generating business value.
In the end.

starkness.
to pieces quietly.

I would say about 75% of the time I’m asked in good faith. What I mean by that is these 75% genuinely looking to improve or augment what they already think that they know. I thought about this for two reasons. The first was a recent piece JP Castlin offered where he discussed giving second opinions in business. Basically, it came down to fundamentals and the fact somebody who is offering the second opinion should be asking about assumptions rather than giving an opinion on a decision. That’s a truth I believe overlooked by far too many people who are either asked for thoughts or just give thoughts without being asked. The second reason is that other 25%. Yeah. The 25% who asked for thoughts in a passive aggressive way. What do I mean by that? You get forwarded an article, a thought piece, an image, and the only thing that’s attached to it is either ‘what do you think?’ or just the word ‘thoughts?’. It’s a trap. Let me just tell everyone who’s reading this; it’s a trap. And worse it’s a passive aggressive trap. The asker does not really want your thoughts, what they want to do is to tell you their thoughts and what you are missing and where you are wrong. Let me be clear. I love to hear other people’s thoughts, I love to hear if I actually miss something, and I love to be wrong, because every time any one of those three things happens I’m learning something new. But that’s not what is happening here in the passive aggressive situation. You are purposefully being asked in a way because they know, in general, you are gonna offer an answer or offer some thoughts or offer an idea which is going to be counter in some significant way or ‘a way’ that they’re gonna be able to make their point from what they already believe. Its passive aggressive, it’s annoying. However. It is indicative of an unfortunately large swath of people.
So, while they view trends and developments in the external world -economy, technology, social, culture – and they state they are important to follow, they don’t really allow it to directly or indirectly impact their views. They are really only observers of knowledge and not participating thereby not experiencing the connections and correlations which would create the traction for wisdom. While they may seem to have an open mindset they actually have a more traditional mindset where they “feel” beliefs and focus primarily on the things that support their views rather than spending the time that they are watching the external world using it to inform their views. This was actually outlined by Philip Tetlock:
which elevated us everyday schmucks to some intellectual rigor of thought. This rejection inevitably creates an almost purposeful disregard for common knowledge replacing it with the oft mis-placed and oft-misused common sense. If we are truly honest, a significant swath of society lacks the penetrating critical intellect needed to pierce some of the complex issues we face hiding behind “common sense.” A complex world increases a craving for a simplicity, for something to follow, and it chases anyone who feeds into the desire for simplicity with hollow simplistic rhetoric. The urge to chase is encouraged if there is an overall disenchantment with the culture of the country – decline of national spirit, disappointment in idealism defeated by some institutional realism and materialism in business. All only encourages people to double down on the accumulated burden of ideas and attitudes over a lifetime, and the growing up experience, which consequently very few people will ever get around even to questioning. We all grow up in the context of certain ideas, which create some attitudes and beliefs, and it is difficult for us to shake free of them. I admit all of that, I acknowledge all of that, but there are a shitload of people who do not. and, relevant to this piece, it seems like the more educated, and more experienced, the 25% passive aggressive asshats are, the less likely they are to see themselves in anything I have written. And that, my friends, is indicative of an unfortunately large swath of people in the world today. Ponder.


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.
I have even said great organizations tend to linger on the
New shit always confuses, and scares, the crap out of us – at first.

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.”