Tuesday, July 04, 2006
Monday, June 19, 2006
The Gary Null Show Live
Saturday, June 17, 2006
No More Looking Over My Shoulder
Written by Michael Peterson & Craig Wiseman
As a child I was told that I was destined to be nothing Growing wild as I got older I fulfilled what had been said Hiding ignorance and fear I prayed nobody saw me bluffing But I was laying the foundation for a future I would dread Yeah
Seems like every choice I made would somehow leave me second-guessing 'Bout the green grass I was passing racing toward the other side I thank God for the blessing That I finally learned this lesson: One Step in the right direction's worth a wasted mile behind
No more lookin' over my shoulder No more hangin' on to the past No more filling up my tomorrows With yesterday's sorrows
No more lookin' over my shoulder I could chill a room with reasons why I would not give forgiveness To the people who had selfishly left me a wounded soul I kept dragging 'round those memories Like a ball and chain behind me
Wonderin' why my troubles followed me wherever I would go Oh, but one night, sick and tired of being sick and tired I realized forgiveness was the only open road I swear I heard those shackles snap The moment that I took that path I never have one time looked back since the morning I arose
Sunday, April 02, 2006
ABSOLUTE CONTROL
Mother; please be aware that you have more influence on the thinking of a child than any other person on this planet earth and it starts at conception, and maybe before, for nine long mouths you have total absolute control of that child and no one will ever have that much control over it ever again. As you will see in the following you must take full advantage of this opportunity it only happens once in a life time, the child learns more by age six than it will learn for the rest of its life. You can teach it the printed word just as easily as the spoken word and at the same time, the printed word has ten times more power than the spoken word and much more staying power. There might be a little to much redundancy here in my wording but it takes a fair amount of redundancy to really get through. They can’t learn to walk on their own much less talk. Learning to read is the greatest gift to anyone and opens the door to Universal understanding. A person that understands the consequences is much easier to deal with than one who dose not. I see to many people that think they have every right to avoid all consequences, they want absolute control but can’t have it. They just can not have it without the understanding. Read More about Progressive Humanism
Sunday, October 09, 2005
Education Quotes and Proverbs:
Friday, October 07, 2005
THE DAWN OF CRITICAL THINKING
Friday, September 23, 2005
MAGICIANS KINGS AND
THE DAWN OF RELIGION
It is perhaps necessary, at the commencement of this chapter, to say a, few more words about the nature and origin of the belief in Magic. Magic represented on one side, and clearly enough, the beginnings of Religion--i.e. the instinctive sense of Man's inner continuity with the world around him, TAKING SHAPE: a fanciful shape it is true, but with very real reaction on his practical life and feelings. On the other side it represented the beginnings of Science. It was his first attempt not merely to FEEL but to UNDERSTAND the mystery of things.
Inevitably these first efforts to understand were very puerile, very superficial. As E. B. Tylor says of primitive folk in general, "they mistook an imaginary for a real connection." And he instances the case of the inhabitants of the City of Ephesus, who laid down a rope, seven furlongs in length, from the City to the temple of Artemis, in order to place the former under the protection of the latter! WE should lay down a telephone wire, and consider that we established a much more efficient connection; but in the beginning, and quite naturally, men, like children, rely on surface associations. Among the Dyaks of Borneo when the men are away fighting, the WOMEN must use a sort of telepathic magic in order to safeguard them--that is, they must themselves rise early and keep awake all day (lest darkness and sleep should give advantage to the enemy); they must not OIL their hair (lest their husbands should make any SLIPS); they must eat sparingly and put aside rice at every meal (so that the men may not want for food). And so on. Similar superstitions are common. But they gradually lead to a little thought, and then to a little more, and so to the discovery of actual and provable influences. Perhaps one day the cord connecting the temple with Ephesus was drawn TIGHT and it was found that messages could be, by tapping, transmitted along it. That way lay the discovery of a fact. In an age which worshiped fertility, whether in mankind or animals, TWINS were ever counted especially blest, and were credited with a magic power. (The Constellation of the Twins was thought peculiarly lucky.) Perhaps after a time it was discovered that twins sometimes run in families, and in such cases really do bring fertility with them. In cattle it is known nowadays that there are more twins of the female sex than of the male sex.
Observations of this kind were naturally made by the ablest members of the tribe--who were in all probability the medicine-men and wizards--and brought in consequence power into their hands. The road to power in fact—and especially was this the case in societies which had not yet developed wealth and property--lay through Magic. As far as magic represented early superstition and religion it laid hold of the HEARTS of men--their hopes and fears; as far as it represented science and the beginnings of actual knowledge, it inspired their minds with a sense of power, and gave form to their lives and customs. We have no reason to suppose that the early magicians and medicine-men were peculiarly wicked or bent on mere self-aggrandizement--any more than we have to think the same of the average country vicar or country doctor of to-day. They were merely men a trifle wiser or more instructed than their flocks. But though probably in most cases their original intentions were decent enough, they were not proof against the temptations which the possession of power always brings, and as time went on they became liable to trade more and more upon this power for their own advancement. In the matter of Religion the history of the Christian priesthood through the centuries shows sufficiently to what misuse such power can be put; and in the matter of Science it is a warning to us of the dangers attending the formation of a scientific priesthood, such as we see growing up around us to-day. In both cases--whether Science or Religion--vanity, personal ambition, lust of domination and a hundred other vices, unless corrected by a real devotion to the public good, may easily bring as many evils in their train as those they profess to cure.
The Medicine-man, or Wizard, or Magician, or Priest, slowly but necessarily gathered power into his hands, and there is much evidence to show that in the case of many tribes at any rate, it was HE who became ultimate chief and leader and laid the foundations of Kingship. The Basileus was always a sacred personality, and often united in himself as head of the clan the offices of chief in warfare and leader in priestly rites--like Agamemnon in Homer, or Saul or David in the Bible. As a magician he had influence over the fertility of the earth and, like the blameless king in the Odyssey, under his sway "the dark earth beareth in season Barley and wheat, and the trees are laden with fruitage, and always Yean unfailing the flocks, and the sea gives fish in abundance."
As a magician too he was trusted for success in warfare; and Schoolcraft, in a passage quoted by Andrew Lang, says of the Dacotah Indians "the war-chief who leads the party to war is always one of these medicine-men." This connection, however, by which the magician is transformed into the king has been abundantly studied, and need not be further dwelt upon here.
And what of the transformation of the king into a god--or of the Magician or Priest directly into the same? Perhaps in order to appreciate this, one must make a further digression.
For the early peoples there were, as it would appear, two main objects in life: (1) to promote fertility in cattle and crops, for food; and (2) to placate or ward off Death; and it seemed very obvious--even before any distinct figures of gods, or any idea of prayer, had arisen—to attain these objects by magic ritual. The rites of Baptism, of Initiation (or Confirmation) and the many ceremonies of a Second Birth, which we associate with fully-formed religions, did belong also to the age of Magic; and they all implied a belief in some kind of re-incarnation--in a life going forward continually and being renewed in birth again and again. It is curious that we find such a belief among the lowest savages even to-day. Dr. Frazer, speaking of the Central Australian tribes, says the belief is firmly rooted among them "that the human soul undergoes an endless series of re-incarnations--the living men and women of one generation being nothing but the spirits of their ancestors come to life again, and destined themselves to be reborn in the persons of their descendants. During the interval between two re-incarnations the souls live in their nanja spots, or local totem-centres, which are always natural objects such as trees or rocks. Each totem-clan has a number of such totem-centres scattered over the country. There the souls of the dead men and women of the totem, but no others, congregate, and are born again in human form when a favorable opportunity presents itself."
And what the early people believed of the human spirit, they believed of the corn-spirits and the tree and vegetation spirits also. At the great Spring-ritual among the primitive Greeks "the tribe and the growing earth were renovated together: the earth arises afresh from her dead seeds, the tribe from its dead ancestors." And the whole process projects itself in the idea of a spirit of the year, who "in the first stage is living, then dies with each year, and thirdly rises again from the dead, raising the whole dead world with him. The Greeks called him in this stage 'The Third One' [Tritos Soter] or 'the Saviour'; and the renovation ceremonies were accompanied by a casting-off of the old year, the old garments, and everything that is polluted by the infection of death." Thus the multiplication of the crops and the renovation of the tribe, and at the same time the evasion and placation of death, were all assured by similar rites and befitting ceremonial magic.
It is interesting to find, with regard to the renovation of the tribe, that among the Central Australians the foreskins or male members of those who died were deposited in the above-mentioned nanja spots--the idea evidently being that like the seeds of the corn the seeds of the human crop must be carefully and ceremonially preserved for their re-incarnation.
In all these cases, and many others that I have not mentioned--of the magical worship of Bulls and Bears and Rams and Cats and Emus and Kangaroos, of Trees and Snakes, of Sun and Moon and Stars, and the spirit of the Corn in its yearly and miraculous resurrection out of the ground--there is still the same idea or moving inspiration, the sense mentioned in the foregoing chapter, the feeling (hardly yet conscious of its own meaning) of intimate relationship and unity with all this outer world, the instinctive conviction that the world can be swayed by the spirit of Man, if the man can only find the right ritual, the right word, the right spell, wherewith to move it. An aura of emotion surrounded everything--of terror, of tabu, of fascination, of desire. The world, to these people, was transparent with presences related to themselves; and though hunger and sex may have been the dominant and overwhelmingly practical needs of their life, yet their outlook on the world was essentially poetic and imaginative.
Moreover it will be seen that in this age of magic and the belief in spirits, though there was an intense sense of every thing being alive, the gods, in the more modern sense of the world, hardly existed--that is, there was no very clear vision, to these people, of supra-mundane beings, sitting apart and ordaining the affairs of earth, as it were from a distance. Doubtless this conception was slowly evolving, but it was only incipient. For the time being--though there might be orders and degrees of spirits (and of gods)--every such being was only conceived of, and could only be conceived of, as actually a part of Nature, dwelling in and interlaced with some phenomenon of Earth and Sky, and having no separate existence.
How was it then, it will be asked, that the belief in separate and separable gods and goddesses--each with his or her well-marked outline and character and function, like the divinities of Greece, or of India, or of the Egyptian or Christian religions, ultimately arose? To this question Jane Harrison (in her Themis and other books) gives an ingenious answer, which as it chimes in with my own speculations (in the Art of Creation and elsewhere) I am inclined to adopt. It is that the figures of the supranatural gods arose from a process in the human mind similar to that which the photographer adopts when by photographing a number of faces on the same plate, and so superposing their images on one another, he produces a so-called "composite" photograph or image. Thus, in the photographic sphere, the portraits of a lot of members of the same family superposed upon one another may produce a composite image or ideal of that family type, or the portraits of a number of Aztecs or of a number of Apache Indians the ideals respectively of the Aztec or of the Apache types. And so in the mental sphere of each member of a tribe the many images of the well-known Warriors or Priests or wise and gracious Women of that tribe did inevitably combine at last to composite figures of gods and goddesses--on whom the enthusiasm and adoration of the tribe was concentrated.
Miss Harrison has ingeniously suggested how the leading figures in the magic rituals of the past--being the figures on which all eyes would be concentrated; and whose importance would be imprinted on every mind--lent themselves to this process. The suffering Victim, bound and scourged and crucified, recurring year after year as the centre-figure of a thousand ritual processions, would at last be dramatized and idealized in the great race-consciousness into the form of a Suffering God--a Jesus Christ or a Dionysus or Osiris--dismembered or crucified for the salvation of mankind. The Priest or Medicine-Man--or rather the
succession of Priests or Medicine-Men--whose figures would recur again and again as leaders and ordainers of the ceremonies, would be glorified at last into the composite-image of a God in whom were concentrated all magic powers. "Recent researches," says Gilbert Murray, "have shown us in abundance the early Greek medicine-chiefs
making thunder and lightning and rain." Here is the germ of a Zeus or a Jupiter. The particular medicine-man may fail; that does not so much matter; he is only the individual representative of the glorified and composite being who exists in the mind of the tribe (just as a present-day King may be unworthy, but is surrounded all the same by the age long glamour of Royalty). "The real <gr qeos>, tremendous, infallible, is somewhere far away, hidden in clouds perhaps, on the summit of some inaccessible mountain. If the mountain is once climbed the god will move to the upper sky. The medicine-chief meanwhile stays on earth, still influential. He has some connection with the great god more intimate than that of other men . . . he knows the rules for approaching him and making prayers to him." Thus did the Medicine-man, or Priest, or Magician (for these are but three names for one figure) represent one step in the evolution of the god.
And farther back still in the evolutionary process we may trace (as in chapter iv above) the divinization or deification of four-footed animals and birds and snakes and trees and the like, from the personification of the collective emotion of the tribe towards these creatures. For people whose chief food was bear-meat, for instance, whose totem was a bear, and who believed themselves descended from an ursine ancestor, there would grow up in the tribal mind an image surrounded by a halo of emotions--emotions of hungry desire, of reverence, fear, gratitude and so forth--an image of a divine Bear in whom they lived and moved and had their being. For another tribe or group in whose yearly ritual a Bull or a Lamb or a Kangaroo played a leading part there would in the same way spring tip the image of a holy bull, a divine lamb, or a sacred kangaroo. Another group again might come to worship a Serpent as its presiding genius, or a particular kind of Tree, simply because these objects were and had been for centuries prominent factors in its yearly and seasonal Magic. As Reinach and others suggest, it was the Taboo (bred by Fear) which by first forbidding contact with the totem-animal or priest or magician-chief gradually invested him with Awe and Divinity.
According to this theory the god--the full-grown god in human shape, dwelling apart and beyond the earth—did not come first, but was a late and more finished product of evolution. He grew up by degrees and out of the preceding animal-worships and totem-systems. And this theory is much supported and corroborated by the fact that in a vast number of early cults the gods are represented by human figures with animal heads. The Egyptian religion was full of such divinities--the jackal-headed Anubis, the ram-headed Ammon, the bull-fronted Osiris, or Muth, queen of darkness, clad in a vulture's skin; Minos and the Minotaur in Crete; in Greece, Athena with an owl's head, or Herakles masked in the hide and jaws of a monstrous lion. What could be more obvious than that, following on the tribal worship of any totem-animal, the priest or medicine-man or actual king in leading the magic ritual should don the skin and head of that animal, and wear the same as a kind of mask--this partly in order to appear to the people as the true representative of the totem, and partly also in order to obtain from the skin the magic virtues and mana of the beast, which he could then duly impart to the crowd? Zeus, it must be remembered, wears the aegis, or goat-skin--said to be the hide of the goat Amaltheia who suckled him in his infancy; there are a number of legends which connected the Arcadian Artemis with the worship of the bear, Apollo with the wolf, and so forth. And, most curious as showing similarity of rites between the Old and New Worlds, there are found plenty of examples of the wearing of beast-masks in religious processions among the native tribes of both North and South America. In the Atlas of Spix and Martius (who travelled together in the Amazonian forests about 1820) there is an understanding and characteristic picture of the men (and some women) of the tribe of the Tecunas moving in procession through the woods mostly
naked, except for wearing animal heads and masks--the masks representing Cranes of various kinds, Ducks, the Opossum, the Jaguar, the Parrot, etc., probably symbolic of their respective clans.
By some such process as this, it may fairly be supposed, the forms of the Gods were slowly exhaled from the actual figures of men and women, of youths and girls, who year after year took part in the ancient rituals. Just as the Queen of the May or Father Christmas with us are idealized forms derived from the many happy maidens or white-bearded old men who took leading parts in the May or December mummings and thus gained their apotheosis in our literature and tradition--so doubtless Zeus with his thunderbolts and arrows of lightning is the idealization into Haven of the Priestly rain-maker and storm-controller; Ares the god of War, the similar idealization of the leading warrior in the ritual war-dance preceding an attack on a neighboring tribe; and Mercury of the foot-running Messenger whose swiftness in those days (devoid of steam or electricity) was so precious a tribal possession.
And here it must be remembered that this explanation of the genesis of the gods only applies to the SHAPES and FIGURES of the various deities. It does not apply to the genesis of the widespread belief in spirits or a Great Spirit generally; that, as I think will become clear, has quite another source. Some people have jeered at the 'animistic' or 'anthropomorphic' tendency of primitive man in his contemplation of the forces of Nature or his imaginations of religion and the gods. With a kind of superior pity they speak of "the poor Indian whose untutored mind sees God in clouds and hears him in the wind." But I must confess that to me the "poor Indian" seems on the whole to show more good sense than his critics, and to have aimed his rude arrows at the philosophic mark more successfully than a vast number of his learned and scientific
successors. A consideration of what we have said above would show that early people felt their unity with Nature so deeply and intimately that--like the animals themselves--they did not think consciously or theorize about it. It was just their life to be--like the beasts of the field and the trees of the forest--a part of the whole flux of things, non-differentiated so to speak. What more natural or indeed more logically correct than for them to assume (when they first began to think or differentiate themselves) that these other creatures, these birds, beasts and plants, and even the sun and moon, were of the same blood as themselves, their first cousins, so to speak, and having the same interior nature? What more reasonable (if indeed they credited THEMSELVES with having some kind of soul or spirit) than to credit these other creatures with a similar soul or spirit? Im Thurn, speaking of the Guiana Indians, says that for them "the whole world swarms with beings." Surely this could not be taken to indicate an untutored mind--unless indeed a mind untutored in the nonsense of the Schools--but rather a very directly perceptive mind. And again what more reasonable (seeing that these people themselves were in the animal stage of evolution) than that they should pay great reverence to some ideal animal--first cousin or ancestor--who played an important part in their tribal existence, and make of this animal a totem emblem and a symbol of their common life?
And, further still, what more natural than that when the tribe passed to some degree beyond the animal stage and began to realize a life more intelligent and emotional—more specially human in fact--than that of the beasts of the field, that it should then in its rituals and ceremonies throw off the beast-mask and pay reverence to the interior and more human spirit. Rising to a more enlightened consciousness of its own intimate quality, and still deeply penetrated with the sense of its kinship to external nature, it would inevitably and perfectly logically credit the latter with an inner life and intelligence, more distinctly human than before. Its religion in fact would become MORE 'anthropomorphic' instead of less so; and one sees that this is a process that is inevitable; and inevitable notwithstanding a certain parenthesis in the process, due to obvious elements in our 'Civilization' and to the temporary and fallacious domination of a leaden-eyed so-called 'Science.' According to this view the true evolution of Religion and Man's outlook on the world has proceeded not by the denial by man of his unity with the world, but by his seeing and understanding that unity more deeply. And the more deeply he understands himself the more certainly he will recognize in the external world a Being or beings resembling himself.
W. H. Hudson--whose mind is certainly not of a quality to be jeered at--speaks of Animism as "the projection of ourselves into nature: the sense and apprehension of an intelligence like our own, but more powerful, in all visible things"; and continues, "old as I am this same primitive faculty which manifested itself in my early boyhood, still persists, and in those early years was so powerful that I am almost afraid to say how deeply I was moved by it." Nor will it be quite forgotten that Shelley once said:--
The moveless pillar of a mountain's weight
Is active living spirit. Every grain
Is sentient both in unity and part,
And the minutest atom comprehends
A world of loves and hatreds.
The tendency to animism and later to anthropomorphism is I say inevitable, and perfectly logical. But the great value of the work done by some of those investigators whom I have quoted has been to show that among quite primitive people (whose interior life and 'soul-sense' was only very feeble) their projections of intelligence into Nature were correspondingly feeble. The reflections of themselves projected into the world beyond could not reach the stature of eternal 'gods,' but were rather of the quality of ephemeral phantoms and ghosts; and the ceremonials and creeds of that period are consequently more properly described as, Magic than as Religion. There have indeed been great controversies as to whether there has or has not been, in the course of religious evolution, a PRE-animistic stage. Probably of course human evolution in this matter must have been perfectly continuous from stages presenting the very feeblest or an absolutely deficient animistic sense to the very highest manifestations of anthropomorphism; but as there is a good deal of evidence to show that ANIMALS (notably dogs and horses) see ghosts, the inquiry ought certainly to be enlarged so far as to include the pre-human species. Anyhow it must be remembered that the question is one of CONSCIOUSNESS--that is, of how far and to what degree consciousness of self has been developed in the animal or the primitive man or the civilized man, and therefore how far and to what degree the animal or human creature has credited the outside world with a similar consciousness. It is not a question of whether there IS an inner life and SUB-consciousness common to all these creatures of the earth and sky, because that, I take it, is a fact beyond question; they all emerge or have emerged from the same matrix, and are rooted in identity; but it is a question of how far they are AWARE of this, and how far by separation (which is the genius of evolution) each individual creature has become conscious of the interior nature both of itself and of the other creatures AND of the great whole which includes them all.
Finally, and to avoid misunderstanding, let me say that Anthropomorphism, in man's conception of the gods, is itself of course only a stage and destined to pass away. In so far, that is, as the term indicates a belief in divine beings corresponding to our PRESENT conception of ourselves --that is as separate personalities having each a separate and limited character and function, and animated by the separatist motives of ambition, possession, power, vainglory, superiority, patronage, self-greed, self-satisfaction, etc.--in so far as anthropomorphism is the expression of that kind of belief it is of course destined, with the illusion from which it springs, to pass away. When man arrives at the final consciousness in which the idea of such a self, superior or inferior or in any way antagonistic to others, ceases to operate, then he will return to his first and primal condition, and will cease to need ANY special religion or gods, knowing himself and all his fellows to be divine and the origin and perfect fruition of all.
Saturday, September 10, 2005
Green Flieees
Neon Flies
Brillant, intense green flies with wings. Keep your swatter in the closet for this CSI. These green beasts may look like nobodys, but in fact they are privy to high-priority intelligence. Still, they only spill the details to those who can decipher boundless volumes of code. They are secret agents.
Tuesday, September 06, 2005
Monday, September 05, 2005
Thursday, August 25, 2005
Wednesday, August 24, 2005
THE ABACUS AND OLD AGE
This is from a study being done in Japan as of late.
THE ABACUS AND OLD AGE
Abacus Education Ought to Be for the Development of the Right Brain.
Arrival of and countermeasure for the declining birth rate and aging population
Our country Japan cannot avoid the present situation of a declining birth rate and aging population. There are many conceivable reasons for the rapid decline in the population of citizens under fourteen years of age. We cannot forget to mention the worsening of the global environment as one of the factors. Computers have predicted that the tendency of a declining birth rate and aging population will continue even further by the year 2020.
The number of people who take the abacus official examination is declining. I hope that the abacus education will diversify itself in order to attract a larger range of examinees for the official examination by developing a system in which older people can take the examinations as well.
I have studied engineering in college and have done some research in polymer materials. About twenty years ago, I was given an opportunity to conduct research to develop materials for medicine. In our country that had to suddenly accept the aging population, there are many patients who were helped by the drastic development of medical technology and knowledge. National medical expenses are rising, and I worry about the future with this situation.
Research for saving patients from terrible diseases and injuries is important, but now the search for healthy living conditions seems more important to me. Public Nursing Care Insurance System is now available, but what is most important is to live a happy, healthy life without having to depend on that system. There is an old saying that worry is often the cause of illness. Recent medical research has shown that various diseases are influenced by how the patients deal with their state of minds. People with active minds maintain their youthful energy longer. What can we do to heighten our brain activity?
Development of human brain
What is the structure of our brain like? How does the brain develop? Cerebral physiology has seen great developments. However, there still is much that is unknown about our brain. Our brain is truly amazing. What we know up to this point includes that the human brain is created at an early stage of embryo development and that cerebral nerve cells are already made by the time of birth. Within the brain, the brain stem (all living animals have it, and it controls the functions necessary for survival such as the functions of the heart and internal organs) and the cerebral archicortex (which controls basic instincts such as appetite, sexual desire, sleep, desire to belong to a group, and emotions such as pleasant and unpleasant feelings, fear, anger,etc) are basically completed while in the womb.
On the other hand, among animals of higher order, humans have the highly developed cerebral neocortex that can create nerve cells (some say there are 14 billion nerve cells!). This cerebral neocortex does not fully function at the time of birth. In the following years, suitable stimuli start to activate (to connect motor nerves and sensory nerves) the nerve cells in the neocortex. This is why children grow up well in many aspects if they receive appropriate stimuli that develop the nerve cells in the neocortex. The archicortex is more or less completed at the time of birth, but it of course can develop even further after birth. What is important here is that the archicortex requires Âto be loved and is responsible for the cultivation of aesthetic sentiments.
Humans cannot live without Âbeing lovedÂ. Only those who grew up being loved can learn to love as they grow older. With the help of a good archicortex, the neocortex will be activated efficiently. Even with hard work, efficiency will not improve without cooperation from the archicortex. In order to activate the nerve cells in the neocortex, information or stimuli from outside the brain have first to be perceived as Âpleasant by the archicortex. This is when the activation of the brain improves and the systems to process information in the neocortex are most efficiently completed. On the other hand, if the information or stimuli are perceived as ÂunpleasantÂ, the activation of the brain does not occur and the neocortex is suppressed to grow any further.
Move the fingers and talk in a loud voice
What does the activation of the nerve cells in the neocortex mean? Nerve cells in the neocortex consist of 14 billion sets of motor nerves and sensory nerves. These sets create the network (synapses) in which they contact each other and make up a living nervous system. The importance lies in how many sets of nerve cells we can activate in our lives. We can activate the nerve cells by providing ÂstimuliÂ. Moving fingers and talking aloud lead to activation by providing appropriate stimuli in the large part of sensory to motor domains in the cerebral neocortex. In this sense, starting abacus learning as young as possible is useful in activating the brains of young children. However, if children learn to use the abacus without wanting to do it, there will be no positive effects. If they come to like learning the abacus and move the beads on the abacus with fun, they will receive benefits from this experience. There is a key in making abacus-learning fun for young children so that they will grow to like it.
Development of the right brain by the abacus method of mental calculation
The human brain consists of the right brain and the left brain. The shapes of these two parts are similar, but differences have been gradually found in their functions. The left brain is also referred to as the digital brain. It controls reading and writing, calculation, and logical thinking. The right brain is referred to as the analog brain. It controls three-dimensional sense, creativity, and artistic senses. These two work together to allow us to function as humans. The Japanese are thought to speak Japanese with their left brain, and this allows their left brain to be more efficient. On the other hand, westerners also utilize their right brain to learn their languages, so their right brain is usually more efficient. It is natural that young Japanese students are better at mathematical calculation than students in western countries who are the same age. It is also natural that, because of the better development in their right brain, students in western countries are more creative and original than Japanese students. In recent years, some have argued for the necessity of the Venture Promotion in Japan, but in order to foster this type of environment we need to develop an education system that would train the students right brain first. In addition, it is also found that if one trains the right brain, it is less likely to get dementia. Here, I would like to introduce the abacus method of mental calculation. In the abacus method of mental calculation, the learners manipulate abacus beads in their head to carry out a calculation. This had led us to speculate that this operation was effective in training the right brain or the analog brain. Thanks to the development of cerebral physiology and machines that can accurately measure the amount of blood flow in the brain, recent studies have proven that the abacus method of mental calculation is extremely effective in activating the right brain. This validated the speculation we had before. Therefore, I would like to ask all the abacus teachers to teach all learners the abacus method of mental calculation, no matter how briefly it may be. I consider the completion of abacus learning the mastery of the mental calculation.
Shining brain
Having grown up to be workers in various work places and providers for their families and contributors to society, many people retire from the forefront of the society and start the second stage of their lives. For these people, it is very important to live ample and healthy lives. In order to achieve this way of living, they have to remember to activate their brain as much as possible. There are many different ways to activate the brain, and one of them is the calculation with the abacus. In the abacus method of calculation, the abacus is not only the best way to exercise fingertips, but also positively influences the right brain to be activated. Although it may take a little more time than for younger people, activation in the cerebral nerve cells certainly does occur even at the age of a hundred. In this case also, they have to come to like the abacus first. Throughout the lifetime there is truth in the saying that you do well at what you like. A Âmaster of life is a person who has a cooperation of the archicortex and the neocortex throughout their lifetime. To become a Âmaster of lifeÂ, we have to always aim high. There is happiness in this process to achieve the goals of our life. We all shine by pursuing our dreams with high hope and something to live for. The higher the goal of our growth, the better our lives are. If the purpose of life is the process to achieve this goal, then I believe that the abacus education can be one of the significant guidelines for life. I would like us all to be Âlife-long healthy people with abacusÂ.
Abacus and the Right Brain
Recent studies have shown that the abacus method of mental calculation is effective in the development of the right brain. At first, this idea was only a hypothesis, but the recent development of high-tech machinery has helped provide tangible research data. In this section, we will present information provided by researchers who study the effects of abacus training.
I have been engaged in research concerning the abacus for many years from the perspective of a psychology. My research findings show that abacus study not only improves the ability to calculate both on the abacus and mentally, but also provides a beneficial ripple effect on other disciplines. This paper will explain what ancillary disciplines are influenced and the reasons for it. I will also discuss the characteristics of and future prospects for abacus learning.
The Ripple Effects of Abacus Learning
The first effect is improvement of numerical memory. The second is improvement of memory in spatial arrangement. The third is progress in solving general mathematical problems taught in elementary school, including the four fundamental arithmetic calculations and word problems.
The improvement of numerical memory
The first effect, the improvement of numerical memory, can be demonstrated by asking students to remember three- to nine-digit numbers read aloud and to recite the memorized items orally. Abacus students are found to be superior in the accuracy of their memory and the number of digits they are able to memorize when compared with non-abacus learners of the same age. This is because abacus students place numbers on the abacus image in their head as they mentally calculate with the abacus method. The retention of the numbers is certain if the number of digits does not exceed the limit of the mental image of the abacus. Utilization of the abacus image enables students even to recite the memorized numbers backwards. This is possible because of the application of the procedures used in the abacus method of mental calculation to solving the memorization assignment.
High marks due to improvement in memory of spatial arrangement
The second beneficial effect is the improvement in memory of spatial arrangement. This was examined by assigning students to remove the location of several small black dot. These dots were placed on different intersection point of squares made with 3 to 5 lines in both vertical and horizontal directions. The students first looked at these dots for a few seconds to memorize their location, then they were asked to recreate the same picture by placing black dots on blank squares. As a result, abacus learners were found to score higher than non-abacus learners. The spatial arrangement of the dots does not have the same numerical values as beads on the abacus board. However, we can speculate that the training to obtain the abacus image visually had the effect of making students sensitive to spatial arrangement.
Progress in solving general mathematical problems
The following three points are confirmed in terms of the effects of abacus study on progress in solving mathematical problems.
1. Findings from an investigation with third grade students show that about a year of study at an abacus school enabled the learners to score higher than non-abacus learners on certain mathematical problems. These mathematical problems include addition of one-digit numbers, multiplication of one-digit numbers, addition of multi-digit numbers, subtraction of multi-digit numbers, word problems in addition and subtraction, and fill-in-the-blank problems (e.g. providing the missing items in the following equation: [ ]−7 = 27). However, no difference was found in problems where conceptual thinking was required, such one in which students were asked to figure out the digit positions (i.e. to decide if the following two items are the same: {nine 10s + nine 1s} and {eight 10s + ten 1s}). Even beginning abacus learners can be said to benefit from the ripple effect in solving mathematical problems, except for those involving conceptual understanding.
According to the statistical analysis, the addition of one-digit numbers was affected most directly by abacus study. Accurate and rapid calculation of one-digit numbers was found to lead to better marks in multi-digit mathematical calculation, which further led to better marks on word problems and fill-in-the-blank problems. We can speculate that students had more time to think about the problems, and therefore scored higher on the assignment because they needed less time to work out simple calculations as a result of their abacus background.
2. On the higher level, advanced abacus learners were found to have received even more desirable effects in solving certain types of mathematical problems compared to non-abacus learners. These problems include the comparison of the size of the numbers (i.e. put the following five numbers in order: 0.42, 12, 3.73, 0.95, 10.1), the calculation of numbers with multiple choices of proposed answers (i.e. choose the correct answer from five choices of proposed answers for 1026.95 ÷ 103.1), and word problems. In addition, a positive effect was seen, not only in mathematical problems with integers and decimals, but also in those with fractions, especially when higher level thinking is required to solve them.
In the abacus training, there are no fractions involved, but the ripple effect even affected problem solving in fractions. The abacus students were found to have transformed the fractions into decimals, in order to solve problems with fractions. They tried solving the problems by changing the numbers into the form they understood best.
3. As mentioned above, abacus learners tend to solve problems in a form in which they can utilize their knowledge of abacus calculation when confronted with various mathematical problems. This tendency was shown when abacus students were given problems of computational estimation (such as an assignment where students were to pick the figure in the largest digit position of the answer). In solving these problems, many abacus learners first calculated the whole problem then picked the figure of the largest digit position in the answer.
Merits of abacus study
To acquire the ability to calculate rapidly and accurately and to calculate mentally
Based on the results mentioned above, some advantages and characteristics of abacus learning are revealed. One of the advantages of abacus study is that learners can calculate simple mathematical problems rapidly and accurately. In addition, they acquire the ability of do mental calculation utilizing the abacus image, which allows quick calculation without actually using the abacus.
These characteristics show positive ripple effects on the solution of various mathematical problems. On the other hand, the learners' calculation methods become fixed, and the students tend to lack flexibility in thinking out innovative ways to solve problems. It goes without saying that spending time on thinking out new ways to solve problems (such as thinking about the meaning of the calculation, or coming up with other ways to solve the problem) can be negative in terms of the amount of time needed to solve problems when the primary goal is rapid and accurate calculation. Since abacus training consists of accurate performance of simple procedures, there is no reason to change the method of traditional abacus education. However, I believe that some measures must be taken to keep the learners from being bored, since repetition of simple procedures is often accompanied by boredom.
At the beginning of the new century
I am currently considering adapting the principles of the abacus to computer software that teaches the concepts of digit position (meaning of zeros in numbers) to mentally challenged children. I have been trying to teach numbers and simple calculations to these children. They have great difficulty in understanding the concept of digit position, even though they could read and write numbers and do addition and subtraction of one-to two-digit numbers. In order to make learning fun, I have used an activity in which children carry a certain amount of money and go to their favorite store to buy something they like. However, the distinction between 13 yen and 130 yen was hard for them to grasp. I think the following reasoning could be used to provide a more easily comprehended explanation of the concept for them. On the abacus board, there can only be up to 9 in the units position. If 1 is added to 9, there will be a number in the 10s position and nothing, or zero, in the units column.
At the beginning of this, new century, I hope to expand the abacus education and give it new applications while, valuing its history.
Image thinking of abacus users found higher by a study of brain waves
We have been studying brain waves (EEG; electroencephalography) during various kinds of brain activities for more than ten years. In the beginning of the study, subjects were mainly students. We made them listen to music or calculate mathematical problems and than measured their EEGs to investigate the brain activity. After statistically analyzing the data obtained from over two hundred students, we have found the tendency that b waves, which indicate the active area of the brain, appeared on the right hemisphere while listening to music and on the left while calculating. This confirmed the hypothesis that the right brain is used to recognize images, figures and music and the left brain (the linguistic brain) to deal with logical thoughts, such as a calculation. At that time, we were asked from one TV program to measure the brain waves of an abacus champion. I thought, however, it would be difficult to prove some differences in the EEGs which involved quite large individual variances.
Neural activity in the right brain
When we measured the champion, a middle school student, during the mental calculation, the result was unexpected. Usually the left temporal region is used for calculation, but here, it was almost entirely unused. Instead, the b waves appeared on the right occipital region. In other words, the student carried out calculation using the right brain. I was not quite convinced from only one person's result, because there are always exceptions and some individual differences in brain waves. However, we conducted the same investigation with another expert only to find the result almost identical to the previous case. We than asked more abacus users with high 'dan' (ranks) to let us measure their EEGs, and found almost the same results with only little individual variances. We inquired how they were calculating, and most of them gave the same reply that the image of the abacus beads in their head moved rapidly.
Verbal thinking and image processing
Usually, ordinary people calculate in their mind using inner voice, as in one hundred minus 7 is 93. They put mathematical notions into words. On the other hand, abacus users simply visualize an image of abacus in their head. They do not replace the image into words. This difference can be seen clearly in the EEGs. These tendencies in the brain uses can also be observed in professional players of Shogi, (Japanese chess,) while they are playing the games or solving Shogi problems. However, when they calculate, they use their left brains just as ordinary people do. This is the same with the abacus users. They do not use their right brains in all cases.
Yet it does not mean that abacus learning improves everything about the right brain, such as a sense of art and music. What is important is that the ability to visualize can be put to use for other subjects and behaviors. Some abacus experts use their ability for memorizing whole page of textbook or years in history. The abilily developed by the abacas can be used effectively in different ways.
Not only for the experts but also for the beginners, abacus learning is useful to easily grasp images in addition and subtraction problems, because the beads are moving in front of their eyes. It also allows to understand the decimal system and the concept of digit positions. Once children understand numbers, they will probably become fond of mathematics. They will be more confident there may be many positive impacts in other subjects at school. The contemporary education focuses on theory and its rote memorization. Theory of course is important but many students cannot get an actual feeling of comprehension only through it. I believe an effective application of image thinking induces human creativity and inspiration.
Food For Thought
Our Dilemma
To laugh is to risk appearing a fool….
To weep is to risk appearing sentimental….
To reach out for another is to risk involvement….
To expose feelings is to risk rejection….
To place your dreams before a crowd is to risk ridicule….
To love is to risk not being loved in return….
To go forward in the face of overwhelming odds is to risk failure….
But risks must be taken because the greatest hazard in life is to risk nothing.
The person who risks nothing does nothing, has nothing, is nothing.
He may avoid suffering and sorrows, but he cannot learn, feel, change, grow, or love.
Chained by his certitudes, he is a slave - he has forfeited his freedom.
Only a person who takes risks is FREE!
Women are like apples on trees. The best ones are at the top of the tree. Most men don't want to reach for the good ones because they are afraid of falling and getting hurt. Instead, they just take the rotten apples from the ground that aren't as good, but easy to pick up... The apples at the top think something is wrong with them, when in reality, they're amazing. They just have to wait for the right man to come along - the one who's brave enough to climb all the way to the top of the tree. Share this with other women who are good apples, even those who have already been picked. Now Men... Men are like a fine wine. They begin as grapes, and it's up to women to stomp the shit out of them until they turn into something acceptable to have dinner with.
Monday, August 08, 2005
Who‘s reading who’s mind here.
THE BEGINNINGS OF THE MIND AND LANGUAGE (1902)
Part # 3 H.G. Wells (1866-1946)
At the end of the fifth year, as the natural outcome of its instinctive effort to experiment and learn, acting amidst wisely ordered surroundings, the little child should have acquired a certain definite foundation for the educational structure. It should have a vast variety of perceptions stored in its mind, and a vocabulary of three or four thousand words, and among these, and holding them together, there should be certain structural and cardinal ideas. They are ideas that will have been gradually and imperceptibly instilled, and they are necessary as the basis of a sound mental existence. There must be, to begin with, a developing sense and feeling for truth and for duty as something distinct and occasionally conflicting with immediate impulse and desire, and there must be certain clear intellectual elements established already almost impregnably in the mind, certain primary distinctions and classifications. Many children are called stupid, and begin their educational career with needless difficulty through an unsoundness of these fundamental intellectual elements, an unsoundness in no way inherent, but the result of accident and neglect. And a starting handicap of this sort may go on increasing right through the whole life. The child at five, unless it is colour blind, should know the range of colours by name, and distinguish them easily, blue and green not excepted; it should be able to distinguish pink from pale red and crimson from scarlet. [Footnote: There could be a set of colour bands in the book that the English Language Society might publish.] Many children through the neglect of those about them do not distinguish these colours until a very much later age. I think also--in spite of the fact that many adults go vague and ignorant on these points--that a child of five may have been taught to distinguish between a square, a circle, an oval, a triangle and an oblong, and to use these words. It is easier to keep hold of ideas with words than without them, and none of these words should be impossible by five. The child should also know familiarly by means of toys, wood blocks and so on, many elementary solid forms. It is matter of regret that in common language we have no easy, convenient words for many of these forms, and instead of being learnt easily and naturally in play, they are left undistinguished, and have to be studied later under circumstances of forbidding technicality. It would be quite easy to teach the child in an incidental way to distinguish cube, cylinder, cone, sphere (or ball), prolate spheroid (which might be called "egg"), oblate spheroid (which might be called "squatty ball"), the pyramid, and various parallelepipeds, as, for example, the square slab, the oblong slab, the brick, and post. He could have these things added to his box of bricks by degrees, he would build with them and combine them and play with them over and over again, and absorb an intimate knowledge of their properties, just at the age when such knowledge is almost instinctively sought and is most pleasant and easy in its acquisition. These things need not be specially forced upon him. In no way should he be led to emphasize them or give a priggish importance to his knowledge of them. They will come into his toys and play mingled with a thousand other interests, the fortifying powder of clear general ideas, amidst the jam of play. In addition the child should be able to count, [Footnote: There can be little doubt that many of us were taught to count very badly, and that we were hampered in our arithmetic throughout life by this defect. Counting should be taught be means of small cubes, which the child can arrange and rearrange in groups. It should have at least over a hundred of these cubes--if possible a thousand; they will be useful as toy bricks, and for innumerable purposes. Our civilization is now wedded to a decimal system of counting, and, to begin with, it will be well to teach the child to count up to ten and to stop there for a time. It is suggested by Mrs. Mary Everest Boole that it is very confusing to have distinctive names for eleven and twelve, which the child is apt to class with the single numbers and contrast with the teens, and she proposes at the beginning (_The Cultivation of the Mathematical Imagination_, Colchester: Benham & Co.) to use the words "one-ten," "two-ten," thirteen, fourteen, etc., for the second decade in counting. Her proposal is entirely in harmony with the general drift of the admirably suggestive diagrams of number order collected by Mr. Francis Gallon. Diagram after diagram displays the same hitch at twelve, the predominance in the mind of an individualized series over quantitatively equal spaces until the twenties are attained. Many diagrams also display the mental scar of the clock face, the early counting is overmuch associated with a dial. One might perhaps head off the establishment of that image, and supply a more serviceable foundation for memories by equipping the nursery with a vertical scale of numbers divided into equal parts up to two or three hundred, with each decade tinted. When the child has learnt to count up to a hundred with cubes, it should be given an abacus, and it should also be encouraged to count and check quantities with all sorts of things, marbles, apples, bricks in a wall, pebbles, spots on dominoes, and so on; taught to play guessing games with marbles in a hand, and the like. The abacus, the hundred square and the thousand cube, will then in all probability become its cardinal numerical memories. Playing cards (without corner indices) and dominoes supply good recognizable arrangements of numbers, and train a child to grasp a number at a glance. The child should not be taught the Arabic numerals until it has counted for a year or more. Experience speaks here. I know one case only too well of a man who learnt his Arabic numerals prematurely, before he had acquired any sound experimental knowledge of numerical quantity, and, as a consequence, his numerical ideas are incurably associated with the peculiarities of the figures. When he hears the word seven he does not really think of seven or seven-ness at all, even now, he thinks of a number rather like four and very unlike six. Then again, six and nine are mysteriously and unreasonably linked in his mind, and so are three and five. He confuses numbers like sixty-three and sixty-five, and finds it hard to keep seventy-four distinct from forty-seven. Consequently, when it came to the multiplication table, he learnt each table as an arbitrary arrangement of relationships, and with an extraordinary amount of needless labour and punishment. But obviously with cubes or abacus at hand, it would be the easiest thing in the world for a child to construct and learn its own multiplication table whenever the need arose.] it should be capable of some mental and experimental arithmetic, and I am told that a child of five should be able to give the _sol-fa_ names to notes, and sing these names at their proper pitch. Possibly in social intercourse the child will have picked up names for some of the letters of the alphabet, but there is no great hurry for that before five certainly, or even later. There is still a vast amount of things immediately about the child that need to be thoroughly learnt, and a premature attack on letters divides attention from these more appropriate and educational objects. It should, for the reason given in the footnote, be still ignorant of the Arabic numerals. It should be able to handle a pencil and amuse itself with freehand of this sort:--and its mind should be quite uncontaminated by that imbecile drawing upon squared paper by means of which ignorant teachers destroy both the desire and the capacity to sketch in so many little children. Such sketching could be enormously benefited by a really intelligent teacher who would watch the child's efforts, and draw with the child just a little above its level. For example, the teacher might stimulate effort by rejoining to such a sketch as the above, something in this vein:-- The child will already be a great student of picture-books at five, something of a critic (after the manner of the realistic school), and it will be easy to egg it almost imperceptibly to a level where copying from simple outline illustrations will become possible. About five, a present of some one of the plastic substitutes for modelling clay now sold by educational dealers, _plasticine_ for example, will be a discreet and acceptable present to the child--if not to its nurse. The child's imagination will also be awake and active at five. He will look out on the world with anthropomorphic (or rather with paedomorphic) eyes. He will be living on a great flat earth--unless some officious person has tried to muddle his wits by telling him the earth is round; amidst trees, animals, men, houses, engines, utensils, that are all capable of being good or naughty, all fond of nice things and hostile to nasty ones, all thumpable and perishable, and all conceivably esurient. And the child should know of Fairy Land. The beautiful fancy of the "Little People," even if you do not give it to him, he will very probably get for himself; they will lurk always just out of reach of his desiring curious eyes, amidst the grass and flowers and behind the wainscot and in the shadows of the bedroom. He will come upon their traces; they will do him little kindnesses. Their affairs should interweave with the affairs of the child's dolls and brick castles and toy furniture. At first the child will scarcely be in a world of sustained stories, but very eager for anecdotes and simple short tales. This is the hopeful foundation upon which at or about the fifth year the formal education of every child in a really civilized community ought to begin. [Footnote: One may note here, perhaps, the desirability too often disregarded by over-solicitous parents, and particularly by the parents of the solitary children who are now so common, of keeping the child a little out of focus, letting it play by itself whenever it will, never calling attention to it in a manner that awakens it to the fact of an audience, never talking about it in its presence. Solitary children commonly get too much control, they are forced and beguiled upward rather than allowed to grow, their egotism is over-stimulated, and they miss many of the benefits of play and competition. It seems a pity, too, in the case of so many well-to-do people, that having equipped nurseries they should not put them to a fuller use--if in no other way than by admitting foster children. None of this has been very fully analyzed, of course (there are enormous areas of valuable research in these matters waiting for people of intelligence and leisure, or of intelligence and means), but the opinion that solitary children are handicapped by their loneliness is very strong. It is nearly certain that as a rule they make less agreeable boys and girls, but to me at any rate it is not nearly so certain that they make adult failures. It would be interesting to learn just what proportion of solitary children there is on the roll of those who have become great in our world. One thinks of John Ruskin, a particularly fine specimen of the highly focussed single son. Prig perhaps he was, but this world has a certain need of such prigs. A correspondent (a schoolmistress of experience) who has collected statistics in her own neighbourhood, is strongly of opinion not only that solitary children are below the average, but that all elder children are inferior in quality. I do not believe this, but it would be interesting and valuable if some one could find time for a wide and thorough investigation of this question.]
Wednesday, July 06, 2005
PCCC RESOURSES
Wednesday, May 18, 2005
Issue - Education
Thursday, May 12, 2005
NEW SERIES OF MATHEMATICS,
AUTHOR OF THE WEST POINT COURSE OF MATHEMATICS.
The following named volumes are entirely new works, written within the past ten years, to conform to all modern improvement, and take the place of the author's older series. NO CONFLICT OF EDITIONS is possible, if patrons will be particular to order the book they want by its exact title. Whenever any change is made so radical as to be likely to cause confusion in classes, TILE NAME OF THE BOOK IS CHANGED. Teachers using any work by limns not here-in-after enumerated, are not availing themselves of the advantages offered by THE NEW SERIES. 11Primary, Intellectual, and Practical Arithmetics constitute the Series proper. Other volumes are optional. DAVIES' PRIMARY ARITHMETIC. The elementary combinations, by object lessons. DAVIES' INTELLECTUAL ARITHMETIC. Referring all processes to the Unit for analysis. DAVIES' ELEMENTS OF WRITTEN ARITH. Prominently practical, with few rules and explanations. DAVIES' PRACTICAL ARITHMETIC. Complete theory and practice. Substitute for this volume. DAVIES' UNIVERSITY ARITHMETIC. A purely scientific presentation for advanced classes. ALSO, DAVIES' NEW ELEMENTARY ALGEBRA. A connecting link between Arithmetic and Algebra.
AND A FULL COURSE OF HIGHER MATHEMATICS. Copyright, 1876, by CHARLES
Monday, April 18, 2005
Navigating Networked, Intelligent Multimedia
Implementation Constraints of Print
Span of Pedagogical Possibility
Span of Pedagogical Possibility
Education, Liberal and Integral
The Reciprocity of Equity and Excellence
Digitization and Communication
The Analog and the Digital
Information in Matter and Energy
Computer as a System.
Perspective on the task.
Through most of history, education was a loose system of apprenticeship and indentured service in households, the main location of productive activity. Those who wanted their children to become learned employed tutors to help them out. A few schools existed within specialized institutions, such as cathedral priories and monasteries, but these were not like the schools that eventually proliferated, for students were not divided into classes or grouped according to age. Around 1500, a major pedagogical transition began as printing with moveable type made an unprecedented era of educational development possible. But the transition was not a quick and simple change: to bring it off, innovators had to develop a complex of different, yet interrelated, educational strategies, which together eventually made mass schooling for all a practical reality. Key steps in this process involved: » Developing a characteristic place, a set of classrooms where children could be grouped by age, with the classes organized together into a school; and creating a standard unit of time, the fixed instructional period, which would allow for planned scheduling of the academic day and year and for organizing subject-matter into a sequence of measured lessons;
» Discovering how to manipulate motivational energies, essentially engendering a many-sided competition at memorization and mimicking normative examples, displayed through diverse recitations and examinations; » Implementing a suitable presentation of the culture through specially designed textbooks and related resources, a presentation that stoked the competition and fit well within the educational time and place of the school classroom and schedule; » Working out instructional methods that capitalized on the student's possession of the textbook, helping students with timely explanation to learn by reading, and monitoring their progress efficiently with group recitation; » Instituting means of preparing adequately trained teachers who could manage the system and make it work; and
» Developing public polices, centering on material progress, social improvement, and political cohesion, that moved parents and the public to devote sufficient resources to sustain the educative effort. These developments were tightly interrelated. The transition required the integration of complex factors into a functional system: the design of educational space and time; a chosen pattern of educational motivation; pedagogical materials suitable for use in such places with such motivations; methods of instruction suited to the organization of the cultural materials, teachers adept at using such tools and strategies; and arguments demonstrating that the substantial costs of it all were worthwhile -- all were simultaneously essential to the historic transition to mass schooling.
Sixteenth-century educational reformers worked out integration of these six, interrelated matters. For five hundred years, educators perfected, expanded, and developed the basic components of the educational system introduced early in the era of print, in due course creating modern systems of universal, compulsory schooling. As the degree of elaboration and penetration of the system into society changed, the specifics justifying the effort evolved to stay synchronized with cultural trans- formations. The main features remained stable, however. The design of the classroom and the organization of the school day, the motivational strategies employed, the scope and sequence of textbooks, the definition of good teaching practice, and the rationales for public support remained very stable. The reason for the underlying stability was rather simple: throughout it all, the character and limitations of printed textbooks remained substantially fixed, the keystone of the system. We who inhabit the electronic ethos of the twenty-second century must remember that early in the twenty-first, the function of printed materials changed rapidly, becoming restricted to their current role of verifying and guaranteeing standard data sets when the electronic versions possibly could be altered. Before then, physically printed materials had a more central intellectual function. For five hundred years, books were the unmatched resources for making ideas, knowledge, and culture available to students, and so long as this role was unquestioned, educators paid little attention to how the characteristics of books shaped the whole instructional enterprise. But during the last half of the twentieth century, diverse innovations in communication and computation occurred, displacing books from their privileged educational position and creating our current, electronic means of access to cultural achievements. From our vantage point, we can see how the microcomputer, and all its attendant peripherals, quickly matured into powerful multimedia systems. They thereby created a significant historical dilemma for educators at the end of the twentieth century. How were educators to make use of these new resources? Did the existing educational system comprise permanent, necessary arrangements? Should schools remain forever a system of classrooms for twenty-five children, of similar age and talent, overseen by a single teacher, learning set subjects that had been divided into lessons, competing for grades and recognition? Were these arrangements historically relative accidents, sensible in one communication context, but perhaps vestigial survivals in a new context, with distorted functions? In planning computer-based educational efforts, what should educators take as givens that would remain stable, before and after the introduction of powerful information technologies? At first, this question was not clear to educators. Early users of computers in education simply assumed that most features of the given system would remain stable, only getting better through judicious use of the new technology -- with a good deal of divergence, we might add, over what "better" might mean. There was an initial wave of enthusiasm, and a strong undertow of skepticism, and lots of ingenious, but encapsulated, efforts to incorporate computers into the educational system. Through such efforts to introduce computers into late-twentieth-century schooling, educators became increasingly aware that the then-existing practice was a complex technical system highly adapted over centuries to making use of books as the prime medium of cultural exchange. Encapsulated innovations repeatedly engendered inflated expectations and produced disappointment and disdain. Unfortunately, the old system had spawned a huge establishment of educational research, which functioned to optimize techniques and programs within the given system. Almost all its methods for measuring results were system-specific: they assumed that existing divisions of subject matter were the appropriate domains for testing, that standard grade-levels were fit bases for norming results, and that verbalized information was the prime indicator of learning. The bias of such research helped to protect the existing arrangements from systemic changes. To organize education to exploit the possibilities of an electronic media for cultural exchange, possibilities far more powerful and flexible than the printed media, educators had to rethink the system as a whole. They needed to take none of it as a given that would necessarily persist, unchanged, from before to after the introduction of computers. Further, to assess a new system, relative to the old, they had to develop a whole new type of educational research, one that did not presume, in its standards of testing and measurement, that structural accidents of the old system were educational necessities of timeless applicability. The full, fundamental re-examination of educational options, and the methods for assessing them, began in the 1990s. It initiated the second historic transition in educational practice. Looking back from the twenty-second century, the results of this re-examination are clear. Educators began to explore new solutions to all aspects of the existing system. They stopped applying computers to the educational strategies that had been developed in the early era of print. Instead, they started to search for educational strategies that seemed sensible in an era of digital information technologies. » At the end of the twentieth century, educational innovators scrapped well-worn assumptions about the physical location of education, keeping the school, largely for reasons of socialization, but discarding the traditional classroom, opening it physically to make many different groupings possible, from the very small to the very large. Likewise, they discarded assumptions about the periodicities of school work -- the school day and the school year. Instead, they adopted very flexible scheduling strategies, which were among the many possibilities the new technologies facilitated. » Educators harnessed a much broader mix of motivational energies than had been possible with print-based schooling. As sustained work by small groups became more feasible, cooperative learning became even more important than traditional competitive learning. With that development, the educational system began to function less exclusively as a sorting mechanism and more effectively as a means to engender social integration and interpersonal solidarity. » Simultaneously, curriculum reformers profoundly changed the organization of ideas and knowledge, reversing the tendency to break the whole up into discrete domains of subject matter. With the old system, there had been a separate text for each subject and each grade -- the experience of study had been compartmentalized and sequential, with minimal access in any particular grade to the materials used in prior or coming years. The new organization substituted an encompassing organization of ideas and knowledge -- comprehensive and integrated -- for the sequence of graded texts. It also provided a variety of navigators, appropriate to different ages and interests, to help the student. The result was most important: the experience of moving through the curriculum ceased to be one of a sequential study of subjects, grade by grade, and became much more one of a cumulative mastering of the cultural landscape. Also with respect to the organization of ideas and knowledge, innovators made the indices for accessing ideas broader, more flexible, and more effective. In the era of print, keywords and a substantial acquisition of verbal knowledge mediated access to stored ideas and information. Even to find a picture, or later a film, one had to be able to read one or another sort of verbal listing. The new technologies greatly extended the power of multiple representation in the culture, and multiple representation had its most significant effect, not on how people received ideas, but on how they found them, activated them, and then apprehended them. Pictures, icons, sounds, and gestures came to rival written expressions as means of accessing ideas. With that change, the resources routinely usable in the curriculum blossomed -- pictures, films, performances, recitations, diagrams, graphs, animations, simulations, maps lost their merely "illustrative" character. People began to make arguments with them, to explain things through them, discovering how to give images apodictic, declarative, propositional power. We can now sum up all these changes: in our electronic culture visualization enhances the verbalization that characterized the print culture. » As educators reorganized the culture, so too they altered the pedagogy guiding its study. The project method now came into its own and ideas about instruction gave way to those about construction. Students, usually working together in groups, would receive an intellectual charge, a large intellectual task that would occupy them for sustained periods of time. The curriculum could no longer consist merely of a series of lessons in a set of subjects. It was rather a field of information, ideas, and sets of tools, disciplines, and methods, by which students could bring information and ideas to bear on the charge, the task at hand. Educational method required the design of sustained, productive assignments, situating them in fields of knowledge and availing in these fields powerful tools that students would find usable in pursuing the charge their teachers had put to them. Thus learning has come to take place as students pursue various tasks, mobilizing fields of knowledge and intellectual tools, in the process learning by doing. In the old system, extrinsic contexts -- physical location and the school calendar and routine -- had done the real tracking of activity, but in the new, the curriculum had sufficient wherewithal built into it to keep track of precisely what parts of it each student had used at what times for what purposes. Well-informed in this way of their options, even young students were empowered to make decisions for themselves that teachers formerly had made for their pupils. The pedagogy became individualized and student centered to an extent never before possible. Educational strategies formerly associated with university level work spread throughout the schools. » Concomitantly, educators also re-conceived the work of teachers thanks to the same features of the computer-based curriculum that made the learning of students cumulative. In the old system, teaching had been a highly repetitive profession, with few challenges to sustained self-development in it, for the material in the syllabus and in the text, year after year, had remained static. But the integrated, multi-faceted computer-based curriculum comprised an inexhaustible re- source that teachers could continue to explore with verve throughout their careers. As a result, in the twenty-first century, the profession gained significantly in stature. » Soon, leaders in the profession and the public even developed important new policy justifications for the emerging computer-based system. Formerly, the public had typically supported classroom-based education because they had perceived it to be a needed means to some extrinsic end -- religious salvation, political power, economic security. To be sure, the new computer-based system continued to be a useful means to such goals. But in addition, they developed two further elements in an important new civic agenda for education. First, they made computer-based education a significant means for addressing some deep-seated problems of equity. The new system worked well for a broader cross- section of the population because its resources were responsive to multiple forms of intelligence and learning styles. Second, as the culture became digitized, education became, in the eyes of most people, an end worth pursuing in itself. A strange split had long existed between entertainment -- held to be fun and amusing, but idle and small-minded -- and education -- considered to be work and laborious, but constructive and enlarging. With the new educational system, this split quickly disappeared. The consequence has been fundamental: in the twenty-second century, most people generally rank educational opportunity, in preference to social security, national defense, or material progress, as the key benefit of civilization. These developments took shape in the decade preceding and following the year 2000. Educators gave up trying to introduce new technologies into the established system and they thought out an alternative system, which ineluctably displaced the old one. They came to call it the Cumulative Curriculum, and one of its pioneers, the educator Frank Moretti, described it this way: We seek to replace the superficial traveler through the sequential school, who collects knowledge trinkets to memorialize each stop on the cultural itinerary, with the philosophical explorer, whose very search for knowledge is a search for self and community. The word cumulative points to the growing personhood of the child. As the Latin indicates, it is a "heaping up" within. Able to instantly access the totality of his work through time, the child has control of his intellectual history as a series of understandings rather than the usual cryptic external judgments symbolized by [grades]. Accordingly, a child need not see each year as a separate beginning but rather as a continuation of a substantially accumulated educational reality, which is his currency entering a new year. The challenge for the child is to understand his rich past and to plan a series of strategies for moving to the next stage. He chooses his educational future in the context of the world within him that he has already shaped and formed. In this context, adults have to give up the security that comes from pretending to know precisely what it is that children ought to learn, by year, by subject. . . . The child begins with his own rich world, which is the starting point of all inquiries. . . . He understands that the art he will master is that of the tentative hypothesis, the value of which is determined by the degree to which it has to the power to explain. What the student of the cumulative curriculum will perceive as "learned" are formulations whose parenthood is not in doubt. Clear about his ownership and authorship, he will perceive all that he knows as the immediate horizon of his all-too-human vision and will seek to extend it, to glimpse a new world and form new understandings that embrace the old. Once tried, this effort to help student's take possession of their own learning, to "heap it up from within," succeeded rapidly. Old sequential school systems, which had seemed impervious to change, rapidly adopted the cumulative curriculum. Since its initiation at the turn of the twenty-first century, of course, the new system has evolved steadily, more and more thoroughly displacing the vestiges of the print-based educational system. The results have been liberating and profoundly progressive. Democracy, which had been, for the most part, a predominantly political development through the twentieth century, has gained a substantial cultural import. The persistent tendency of print-based education to reproduce and accentuate differences of power, privilege, and wealth has been decisively reversed. The digitization of the culture has been thorough and with it participation in its full powers has been decisively broadened and tools that strongly amplify human powers of calculation and control have become accessible to nearly all. The great twentieth-century aspiration, verbalized by John Dewey through Democracy and Education, has become substantively fulfilled, although in an environment of pedagogical practice quite different from any he could then imagine. Shortly before the year 2000, a long era of international tensions and war, in which national defense had been the prime function of the polity, ended. Peoples of the major nations turned their energies more fully to nurturing their human potentials. The relaxation of tensions coincided with the development of the new media of education. Liberal reformers regained a sense of their efficacy and people became increasingly confident that they could at last solve the long-standing human problems of industrial democracy. As the third millennium began, the idealistic conviction of some, that each person has a stake in the welfare and fulfillment of all, deepened into a general common sense. Material conditions and cultural convictions converged to provide the historical grounds for the worldwide educative polity. Our informant from the future depicts an alluring vision, one that we may be tempted to dismiss as too optimistic. But these are times of extraordinary potential and extraordinary change. Educators should not face them blindly, recapitulating past expectations and assumptions. However solid seeming, our educational structures are historical creations subject to thorough transformation through the subsequent dynamics of continuing historical change. Our informant from the future draws our attention to the need to look at the whole educational system in considering how to introduce information technologies into it. A basic proposition provides the generating principle of this essay: in order to have substantial effect improving education, the digitization of our culture will need to elicit a full systemic innovation in education, one that changes not only the medium of cultural exchange, substituting digital code for print, but the entire educational context for working with that medium. In the chapters that follow, I advance a case that systemic innovation in education is both desirable and possible. I do so by essaying answers to some large questions: What significance for cultural history do computers have? What historic imperatives should educators recognize as fit measures for the worth of their work? Would widespread adoption of information technologies enable educators to meet those imperatives more effectively than traditional schools have? How should educators, who want to develop the potentialities of technology in education, deal with the pedagogical environment, motivation and assessment, the organization of culture, pedagogy and educational method, and the role and preparation of teachers? What civic agenda for education should guide efforts to achieve the pedagogical potentials of digital technologies? Each chapter successively addresses one of these questions. The chapters follow sequentially, but they reciprocally interact and hence their true sense inheres in the cumulative whole.











