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25 January 2012 @ 01:10
I forgot I created this community.  I need to update it soon.
13 November 2007 @ 20:22
I don't think guilt is necessary to change society. We are taught from an early age that we need to look out for ourselves first. Our capitalist society teaches this. Our schools teach this. Our religions teach this (though usually using teachings and beliefs that weren't intended to).

Our society says me first, then my family, then my friends (or reverse those two for some), then, if anything is left over that I don't want, give it to others. You work hard so you can beat others out of a higher paying job. You take credit for others' work before they can take credit for yours. You need to use others to get ahead.

Our schools punish those who help others because that's considered cheating, or they pit one student against another, saying only a certain number can succeed.

Our religions say worry about your own salvation, condemn and judge others, give the bare minimum of 10%, give time on Sunday but the rest of the week is yours.

We are educated to look out for ourselves from birth to death. We are taught and taught again what happens if you don't. What I'm saying is that the way to break this is not to use guilt, because then it's still selfish. I do something so that I don't feel guilt, and I'm still doing it for myself. I still only care about me. People are helped, but nothing has really changed.

The only way to break this cycle is to educate people from birth that helping others is best. But this can't be done if we keep the rest of the society the same. I believe the only way to change it is to create small communities that function this way and raise our children within them Show them that it can work. Individuals can choose to live that way; it's making people who don't want to that guilt tries to do. A group of people who believe that it is best and are willing to make it happen can raise up a new generation who were taught that it can and have seen that it can since day one. I think the situation has to be fixed from the bottom up, locally first, or it will never truly work. That is what I mean my education: teaching people from birth, not telling people already decided that they are wrong.

Current Location: Gillette, WY
Current Mood: contemplativecontemplative
Current Music: None - Interpol and the Connells earlier
30 October 2007 @ 06:28


Though the Experiment will exist inside a capitalistic democratic republic, this is not how it is setup. It will be a libertarian democratic socialist society. Each part of this reflects a different element of what defines the Experiment, and will be reflected in each part of the makeup of the society.

LibertarianCollapse )
DemocraticCollapse )
SocialistCollapse )
Current Location: Home
Current Mood: contemplativecontemplative
Current Music: Sondre Lerche - Happy Birthday Girl
27 October 2007 @ 23:32

Education will be extremely important in the Experiment. The main goal will be to provide the best possible eduction to every student. The values necessary to accomplish this are self-paced, individually tuned programs, adaptive teaching styles, and individually tuned testing.

Self-Paced Learning

Learning will be self-paced. Each student learns at a different rate. If you push a student too fast, they will fail. If you hold a student back from what they can do, they will get bored, and they will fail. Teachers must tune the schedule for each student based on the rate at which they can learn. If it appears they are falling behind or being overwhelmed, the rate must be decreased. If it appears they are starting to get bored, or are finishing significantly before the deadline, the rate must be increased.

Each student will have an individual schedule. They will not have access to any other student's schedule. Obviously there is no way to prevent a student from sharing their schedule; we merely want to avoid students looking up each others' schedules without their knowledge or permission. These schedules are dynamic. They will be in a virtual format, so they can easily be changed and updated as the need arrives.

What do these schedules contain? They will have upcoming due dates, testing times, and information on the current and next topic for any given subject or program. They will also contain past history, so the student can see their accomplishments. Teachers will see an expanded view, containing more details and statistics in the history, and showing all planned topics, for future planning.

Individually Tuned Programs

Each student will have an individually tuned program that interacts with the programs of other students. A program is made up of a series of lessons, each with its own topic, assignments, projects, and interactions. A student will have a set number of programs they are involved with at any given time. These programs will be adapted based on interest and aptitude to best challenge and interest the student.

Programs will be arranged in program trees, where each program has a program that has to be completed before the program can be taken. Each finished program will give the student more options they can choose from. Each program must provide core abilities, defined based on the program tree. These cose abilities will be presented different ways depending on the program chosen, but will always be present. If a student finishes a program at a given level in the tree, all other programs at that level will be adapted and expanded to include the core abilities of the next higher level.

The lessons in the program define the schedule. Each student will have a schedule tuned to the programs they are currently involved in. These will be a mix of the lessons of all the their programs, and will be tuned to best complement all other programs.

As stated, each program is made up of a certain number of lessons. The first lesson is always a review and introduction to the program. This lesson will be easily passed by students who have taken the previous program. It is the easiest lesson. The final lesson is the hardest lesson. It reviews all the previous lessons, and demonstrates mastery of the subject. Each lesson is cumulative, building on the previous lessons, hence each is harder and more challenging than the previous. However, there should never be enough of a jump in knowledge that a student can't grasp the lesson. They should be a slow progression.

Each lesson has a number of phases. These are as follows: review, reading, lecture, demonstration, writing, application, and testing. Review, obviously, is a review of the subject matter that the lesson presumes is already known. Reading is reading of the material for the lesson. Lecture is the teacher telling the student about the subject of the lesson, usually the same information that was read, but presented in a different way. Demonstration is seeing the lesson in action. This might be in the form of video clip, a presentation by the teacher, a more advanced student doing a demonstration, or any other method that shows the subject matter instead of saying it. Writing is where the student writes about what they've learned. Application is when the student takes what they learned and does something with it. Testing is the individually tuned testing below. If testing fails, the student will be presented the material is a different way and progress back through the lesson parts again. If testing succeeds, the student progresses to the next lesson, or chooses a new program if the lesson completes the program.

Adaptive Teaching Styles

Based on the way each student learns, teaching styles will be adapted to aid in their learning. All teaching styles will be present for each lesson. The student will hear the material. The student will see the material. The student will apply the material. However, as it becomes more apparent which helps the student learn the best, the teacher will emphasize the style most appropriate. If, for instance, a student learns best by doing, they will still read the material, write about the material, be told the material, and see demonstrations of the material. However, application will be given the most time and will be focused on more than the other parts.

Students will be grouped both by interest, by program, and by style. There will be a variety between these to allow the students to complement each others' abilities, but this will be done in such a way that students with similar styles can assist each other, just as it will be done so students in the same program can work together. This will be done by different groupings for different things. Two students that learn by doing might be asked to take the concepts each are learning and work together to apply both to some situation. Two students in the same program might be directed to work together to research a topic. Two students with similar interests might be asked to relate the topics each are learning to a shared interest, so both can see it in a different light than they otherwise would.

Individually Tuned Testing

Testing can be the hardest part of teaching. It is necessary to determine for each student if you are ready to advance, and if they should continue in a given program. Until a student can demonstrate that they are ready to go on to the next lesson or program, they will not advance. It would be detrimental if the student really knew the subject well, but was tested in a way that didn't reflect that. Likewise, it would be bad for a student to pass the testing phase when they weren't ready to move on.

This part of the educational process demands more thought before this plan is implemented, for it is unclear how to meet its objectives.

Current Location: Home
Current Mood: contemplativecontemplative
Current Music: None