<html><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"><br></span></font><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">An Outline of a Manuscript on the American Education Bridge</span></font></div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"><br></span></font></div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">for discussion by the IDC forum...</span></font></div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"><br></span></font></div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">(Please note that the proposal is that this infrastructure be open source, and thus usable outside of the United States. The assistance of the IDC forum in exploring the international, and national, issues is appreciated.)</span></font></div><div><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"><br></span></font></div><div><!--StartFragment--> <h1><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">How This Book Is Organized<o:p></o:p></span></font></h1><p class="MsoNormal"><b><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Chapter One:</span></font></i></b><span style="font-weight:normal"><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> Our Purpose </span></font></i></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">develops intellectual constructions that we use to fully explore what is now called “demand theory”</span></font><a href="#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">[1]</span></font></span></a><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">. </span></font><b><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Chapter Two,</span></font></i></b><span style="font-weight:normal"><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> Shifting Paradigms and New Resources</span></font></i></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> provides a complete overview of the entire book. </span></font><b><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Chapter Three:</span></font></i></b><span style="font-weight:normal"><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> The Nature of the Problem</span></font></i></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> </span></font><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">to be Addressed</span></font></i><span style="font-style: normal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> frames the difference between current educational policy and educational practice, and an alternative paradigm. These three chapters make the argument that current work in educational psychology may be corrected and a new paradigm agreed on.<o:p></o:p></span></font></span></p><p class="MsoNormal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">The effort is to bring best practices forward through a deep philosophical analysis and then to ground these practices in modern natural science. We expect to create a demographic study of all outcomes related to mathematics education, and more generally to the processes through which an individual learns. We will be selective in our choice of advanced knowledge management tools. Statistical models, the mythology of artificial intelligence, and hidden negative behaviors will be exposed. The new paradigm will be student centric, and controlled by the individual in a life long learning process. We will celebrate the unique nature of each individual, and through this celebration we will allow the individual to again become the center of our political processes. <o:p></o:p></span></font></p><p class="MsoNormal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">We use a knowledge of management type technology, based on substructural frameworks, as discussed in </span></font><b><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Chapter Four,</span></font></i></b><span style="font-weight:normal"><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> Illustration Using a Focus Topic Framework</span></font></i></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> and </span></font><b><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Chapter Five</span></font></i></b><span style="font-weight:normal"><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">, Generalization and Application to Other Disciplines</span></font></i></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">. </span></font><b><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Chapter Six,</span></font></i></b><span style="font-weight:normal"><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> Technical Discussions</span></font></i></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> further develops technical issues. <o:p></o:p></span></font></p><p class="MsoNormal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">The challenge we have in these three chapters is to motivate the use of current Virtual Worlds (VWs) based on consistent principles seen in the natural science. A new pedagogy and a knowledge representation approach is described that uses ontology formalisms. The case is made that principles seen in natural organizational stratification inform us as to how a virtual public communication infrastructure might be developed. We then propose to place very advanced knowledge management tools, such as those described at ReverseTwitter.com, under the hood of a next generation 3D simulation world infrastructure called educationWorlds.com. <o:p></o:p></span></font></p> <div class="MsoNormal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">The central conjecture is natural capacity for learning is strongly inhibited by the current mass education system in the United States. Movement to universal life long learning is provisioned by the pedagogy, the representations of curriculums and by infrastructure supporting the use of virtual classrooms with avatars. A new pedagogy is based on rebuilding the capability as children matriculate in the current K-12 system. The pedagogy has its roots in the R L Moore learning method</span></font><a href="#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">[2]</span></font></span></a><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> and in Prueitt’s study of cognitive neuroscience and systems theory</span></font><a href="#_ftn3" name="_ftnref3" title=""><span class="MsoFootnoteReference"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">[3]</span></font></span></a><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">. The two traditions are merged in the form of a “lifting pedagogy”, as discussed in Chapter Seven. <o:p></o:p></span></font></div><div class="MsoNormal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"><br></span></font></div> <div class="MsoNormal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">The conjecture is that an acquired learning disability is a natural and predictable consequence from education seen as a product to be supplied and consumed. The perceptual system itself is interfered with as the humanities, science and mathematics are, often poorly, presented without acknowledging individual creativity and interests. We suggest that evidence for this conjecture is measurable, using methods from neuroscience, in the majority of Americans. The results of decades of educational crisis affect our capacity to remain competitive in evolving global marketplaces. <o:p></o:p></span></font></div><div class="MsoNormal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"><br></span></font></div> <div class="MsoNormal"><b><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Chapter Seven</span></font></i></b><span style="font-weight:normal"><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">, The Lifting Pedagogy</span></font></i></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> develops a next generation of real and virtual classrooms and web based processes and procedures, which are seen as both a remediation and an enhancement, working for the individual and society. We may regain lost national capacity. </span></font><b><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Chapter Eight</span></font></i></b><span style="font-weight:normal"><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">, Applied Research on Mechanisms</span></font></i></span><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> </span></font><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">Known to be involved in Learning,</span></font></i><span style="font-style:normal"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> outlines the natural science and mathematics preliminary to the application of science to educational theory. <o:p></o:p></span></font></span></div> <div style="mso-element:footnote-list"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"><br clear="all"></span></font> <hr align="left" size="1" width="33%"> <div id="ftn1"> <div class="MsoFootnoteText"><a href="#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">[1]</span></font></span></a><span style="font-family:Times"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> Prueitt, Stephen (2011) “Systems Theory and Our Education System, submitted (July 5</span></font><sup><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">th</span></font></sup><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> 2011) for publication<o:p></o:p></span></font></span></div> </div> <div id="ftn2"> <div class="MsoFootnoteText"><a href="#_ftnref2" name="_ftn2" title=""><span class="MsoFootnoteReference"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">[2]</span></font></span></a><span style="font-family:Times"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> Parker, J (2005) </span></font><i><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">R. L. Moore: Mathematician and Teacher </span></font></i></span><span style="font-family:Times"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">(Mathematical Association of America)<o:p></o:p></span></font></span></div> </div> <div style="mso-element:footnote" id="ftn3"> <div class="MsoFootnoteText"><a href="#_ftnref3" name="_ftn3" title=""><span class="MsoFootnoteReference"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;">[3]</span></font></span></a><span style="font-family:Times"><font class="Apple-style-span" size="3"><span class="Apple-style-span" style="font-size: 13px;"> Prueitt, Paul Stephen (1988) Some techniques in mathematical modeling of complex biological systems exhibiting learning, PHD Thesis, in Pure and Applied Mathematics, University of Texas at Arlington Press</span></font><o:p></o:p></span></div> </div> </div> <!--EndFragment--> </div></body></html>