Tag Archives: Education

How Technology Triad Apps Will Radically Disrupt Society

On October 23, Google announced it had successfully tested the quantum computer it had been creating. Google said their machine was able to finish a computational task in just 200 seconds — and that the world’s most powerful supercomputers would need 10,000 years to accomplish the same task. From this event in history, start your stopwatch.

In only six to eight years from now, society will be radically disrupted:

  • There will be 20%- 40% unemployment for blue-collar and white-collar workers. (Yes, even professionals with university degrees and decades of career experience will be out of work).
  • Universal Basic Income will be implemented so that society does not devolve into chaos. (This is a concept that major tech moguls are currently proposing, which will become a future necessity).
  • U.S. Education will have collapsed because educators and administrators will have no solutions for how to transition an entire education system from being outdated to being relevant. (There will be many education experiments trying to evolve the curriculum but most will fail).
  • The majority of universities will go bankrupt because the high school students will no longer be there to feed into them, four-year degrees will be immaterial and government grants will dry up. (The strongest universities will still survive as shadows of their former selves, using only a small fraction of their original campus and resources).

But it is not the quantum computer, in-of-itself, which is going to cause this radical disruption. It will be the combined technology of quantum computing, AI and big data. This Technology Triad will be integrated within cloud-based apps, whose use will scale very quickly throughout the world.

These Technology Triad Apps (TTA) will be:

  • Geared to replace human labor in different fields from engineering, medicine, journalism, legal, finance, coding, tech support, administrative assistant, data analytics, science, art, music and dozens more fields.
  • Used like advanced software wizards in navigating everything from complex IT systems to the millions of current and proposed ordinances and laws at all levels of government bureaucracies.
  • Available to custom configure, like macros, through cloud based APIs by anyone for any type of use. These customized TTA can be proprietary and/or created to be leased to the public through app store platforms.
  • The central customized brains for thousands of different types of robotic automation, which will be used by companies for everything from fast food service to aerospace construction. The TTA will then enable robotic automation to hyper-evolve into becoming Responsive Robotics due to the Technology Triad’s AI integrated proficiency for machine learning from billions of daily robotic interactions.

This will be a new TTA ecosystem, which will broaden into a revolution that will be exponentially more disruptive than the industrial revolution. Google and Microsoft will start this process. Both corporations have the individual technologies required and will find a way to integrate them into the Technology Triad to create the first basic apps. Then they will monetize the apps with per-minute/hourly/daily/weekly/monthly/yearly subscription services. Other technology corporations will then follow this path by developing their own Technology Triad along with competing apps. The competition will accelerate the advancement of the TTA quality, delivery and use within society. At the same time, the individual technologies will be advancing as well. Quantum computing will do more complex tasks. The current linear AI will be developed into a more advanced Self-Aware AI. Big data will continue to increase its data storage capacity and access to hundreds of additional sources that include aerial, geolocation, medical, financial, consumer, statistical, scientific and legal information.

The commercial space will thrive in the TTA revolution. Major corporations, with their established advantages, will start to operate much leaner and quickly become more profitable. There will also be new potential for startups in all fields, not just tech, to exponentially grow like never before. While competition will significantly increase on a global level, so will the commercial opportunities as the era of mass production will be ending and the era of mass customization will begin. In turn, the era of human labor will also be ending and the era of human creativity will begin. In this new era, a consensus will start developing in recognizing the unique attributes of emotion and intuition, the core foundation of creativity, as the main human advantages over the TTA. At that point the hard skills, which dictated human success for thousands of years, will become obsolete without humans also having the skill of creativity. That means, to be relevant, humans will have to bring something new and creative to their work every single day by using the TTA as tools. The humans that cannot successfully develop the skill of creativity will become unemployable.

This new reality will radically disrupt all levels of education, where memorization and recitation has been the valued and rewarded skill. Consequently, parents and students will start rejecting the obsolete U.S. Education curriculum that cannot teach the skill of creativity. At that point, U.S. Education will quickly collapse followed by the university systems it was feeding into. But as corporations start needing more humans with the skill of creativity, they will recognize that a growing and sustainable U.S. economy is completely hinged to the success of U.S. Education. Only then will the combined focus of government and corporate attention, in their-own self-interest, turn to U.S. Education. Tremendous resources will be invested into new education experiments. Many decades and generations of students will be lost until a final sustainable system emerges that will scale throughout all of U.S. Education.

The take-away from these future projections is that the TTA revolution is coming and nothing will stop it. As outlined, it will be very beneficial for corporations and radically disruptive to the all levels of education and the nations social fabric. But there is a two-part solution that can be implemented now to avoid the future disruption for education and society. The first part of the solution is offered at OIsource (oisource.com) in the form of training called the ITP, which stands for Innovative Thinking Process. The ITP teaches a breakthrough process for high-level problem solving and innovation by using human emotion and intuition as tools. In essence, it is training for the skill of creativity.

The second part of the solution is to implement an education curriculum that uses and amplifies the skill of creativity to its full capacity. This is accomplished by launching LED accelerator (createledaccelerator.com), a dual system within U.S. Education that will develop high-level creative thinkers and breakthrough innovators through a process. LED accelerator will be comprised of gifted, hyper competitive student teams within each school district that will continually adopt best practices and learning strategies. LED accelerator will provide the internally generated evidence-based data for educators and administrators to continually innovate the rest of U.S. Education. So the current process of relying on failed guesses of ‘education experts’ to originate future curriculum and doctrines will cease. In turn, the breakthrough innovators LED accelerator develops will become the future leaders in society, guiding the accelerated evolution of U.S. social, economic, government and military needs. LED accelerator will be empowered by the unique constitutional-based freedoms of American culture and will be the basis of American Exceptionalism to once again lead the world. The reason LED accelerator will be such a powerful system is that it is the final education experiment that would have eventually emerged to be sustainable and scalable throughout all of U.S. Education. It is a breakthrough innovation concept that is being unmasked ahead of its time for society to understand and use now.

But society has always through history been guided by Reactive human nature, which waits until the point-of-pain to deal with radical disruptions. The information outlined hereto about the solutions for the future disruptions gives society another option. Society can take Creative actions now, by using the ITP and launching LED accelerator to proactively engage their future rather than wait to be painfully disrupted by it.

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Why Augmented Reality Will Be Remarkable And Virtual Reality Will Be Regulated

The remarkable potential of Augmented Reality is just starting to be realized. It will continue to thrive and advance throughout all the fields of business, science, medicine, education, government, military and entertainment. Augmented Reality will then take a hyper leap forward once the Unified Field Theory in physics is understood. At that time it will become accepted that mass and density are independent states interlinked only in nature, but mass specifically can be produced separately within Augmented Reality. This will be achieved by isolating images within areas where intense frequencies can be emitted from one source and then forcibly restricted by another source, thereby increasing the frequencies amplitude to attain mass without density at specific points. In essence, Augmented Reality will evolve into the first Holodeck. This will just be an augmented process of nature where the non-physical constructs of quantum frequencies (i.e. the field) self-restrict into the physical construct of a particle. So that’s the remarkable value of Augmented Reality. It will always be just an extension of nature. Consequently, Augmented Reality will only help humans become more creative and evolve society as a whole.

The reason for this positive outcome is due to Augmented Reality only being superposed onto our Genuine Reality. Therefore no matter how advanced the technology becomes, Augmented Reality will still enable the mind to have a steady connection to our Genuine Reality. This is a critical aspect because Genuine Reality, as-it-is, has enough challenges of emotional and intelligence complexity for the mind to properly function within. So adding any additional interaction with visual and auditory technology only has the result of separating the mind, to one degree or another, from Genuine Reality. In the future, it will be understood that within our Genuine Reality there is already a separation between the physical brain and the cognitive mind. Furthermore the mind is not just one component but comprised of multiple components. Therefore there is an additional separation within your mind between the identity you sense and perceive your Self to be and your thoughts, intuition and emotion. So there are already two stages of separation between your Self and Genuine Reality as-it-is. That’s why something as elementary as a movie can separate your mind, to some extent, from Genuine Reality. This is what Psychology labels as experience-taking.

Since Augmented Reality is only being superposed on Genuine Reality, a combined experience is produced which limits the potential level of additional emotional and intelligence complexity that the mind is challenged with to experience. But Virtual Reality is completely and fundamentally different from Augmented Reality, even though the names and commercial terminology used for both sound similar. They are in fact so radically different that Virtual Reality can actually be described as having the same effect on the mind as poison has on the body. Yes, a correlation can be made between poison and Virtual Reality. Poison unhinges the operating system of a physical organism until it leads to the organism’s failure. So a higher level of poison just leads to an accelerated rate of unhinging the operating system of that organism. In turn, Virtual Reality has the same effect on the cognitive mind. Virtual Reality unhinges the operating system of the cognitive mind until it leads to the mind’s failure to comprehend the difference between Genuine Reality and the substituted Virtual Reality. This is possible because Virtual Reality does not just superpose images and sound but instead substitutes a new reality by completely isolating the minds vision and auditory experience. Therefore the more intense the Virtual Reality, the greater the emotional and intelligence complexity that the mind is challenged with to experience. Which leads to an accelerated rate at which the mind is separated from Genuine Reality. This process of separation from Genuine Reality is what unhinges the operation of the cognitive mind just like poison unhinges the operation of the physical organism.

Inevitably, Virtual Reality technology will advance until its commercial and illicit use will have devastating affects on society. There will be lawsuits against the companies, wherever they may be in the world, making and using this technology. The government will also start targeting those same companies due to the technology being used by criminal organization and rogue nations. Eventually, government will regulate all Virtual Reality technology and designate its use solely to approved agencies. The reason Virtual Reality will not be banned and outlawed completely is because it, like poison, can have extremely beneficial effects in specific circumstances. For instance, specific poison, in specific amounts, under specific controlled conditions, can actually heal and transform organisms. Similarly, Virtual Reality will be used in specific situations in the medical field to heal trauma patients. It will also be used in specific situations in the military field to transform a terrorist into a model citizen. So in the end, Virtual Reality will have uses. But those uses will not be scalable, sustainable or commercial.

This forecast, by itself, will not stop companies and investors from collectively allocating billions of dollars over the next decade into Virtual Reality. But the fact that almost all will lose their entire investment just may give some pause to consider this alternative paradigm. If you are part of a leadership team investing your time and/or money in the development of Virtual Reality then OIsource ( oiscource.com ) can help you create a strategy which will give your investment the best chance of success in the very narrow future window you will have.

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Why Foundations Fund Irrelevant Education Programs

Hundreds of new technology companies are launched every year. Most have some sort of short-term success. But then most fail long-term because their product/service was not scalable. The inability for a technology company to scale means that it was not able to innovate ahead of the evolving needs of society. Therefore that technology company is not relevant to society in the future.

All foundations know that they are completely out of their league to even try assessing what current technology company can be scalable and therefore relevant to society in the future. This is sensible because organizations like Venture Capital firms that specifically specialize in this technology space, and have financial incentives to get their assessment right, are usually wrong most of the time.

In contrast, foundations take the absolute opposite approach to education programs. Foundations think they know what type of current education program will be relevant to society in the future. This is of course ludicrous because the same requirements that technology companies have to scale also apply to education programs. So if an education program can’t scale it will not be relevant to society in the future. This means that foundations have no more rational insight on the future of education than they do on the future of technology.

The failure of foundations to understand this reality starts with the very top leadership team and trickles on down. This is because all those individuals have gone through an extensive education and feel their success is due to that experience. That experience is then misconstrued as expertise and projected onto the education space. This misconception is further reinforced by hired ‘education experts’ who mold guesses on the future of education into the desired perspective the foundation seeks. This leads to a completely false sense of direction that manifests in the foundation’s created guidelines and short-term benchmarks for their desired education programs. Then non-profits scheme their proposals around those conditions to get funding. Afterward, benchmarks are achieved and success is hailed all around. Wonderful. Except that none of these education programs are scalable. Therefore none of these education programs are relevant to society in the future. Period.

These irrelevant programs then contribute to a U.S. Education system that is already over a century behind in its approach. Therefore, foundations cannot continue the same process of funding education programs and expect different results. To break this paralysis a scalable education program called LED accelerator will be introduced here. LED accelerator is a proposed dual system within U.S. Education that will foster high-level creative thinkers along with skill sets that can ultimately develop breakthrough innovators.

LED accelerator shares the goals of other dual systems like Xerox, PARC, DARPA and Google X. These dual systems were created to be vertically intensive and innovate ahead of the needs of their respective parent organization. The difference with LED accelerator is that the selected gifted students in this system have malleable brains that are simultaneously being wired for adaptive algorithms by their experiences. Furthermore, LED accelerator students will collaborate and compete while using tools that exist in the current world to manifest the products, services and philosophy they intuitively see existing in the future world. The driven LED accelerator students within each school district will continually adopt best practices to evolve their program’s culture while striving to pursue breakthrough projects.

LED accelerator will innovate ahead of the evolving needs of U.S. Education, its parent organization. In turn, the continually changing learning strategies and achievement results will provide for administrators evidence-based data on which aspects of LED accelerator can be implemented in general education. So the current process of relying on failed guesses of ‘education experts’ to originate future curriculum and doctrines will cease. The internally generated evidence-based data of LED accelerator will be the impetus to continually advance the entire U.S. Education system alongside evolving social, economic and government needs.

Consequently, foundations that fund the launch of LED accelerator in school districts across the U.S. will be the only ones that achieve a relevant impact on society in the future.

Full proposal and analysis for LED accelerator is found at: CreateLEDaccelerator.com

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The Bold Strategy to Empower American Exceptionalism

Ever since a 19th century writer described America as “exceptional”, scholars and politicians have constantly referred to ‘American Exceptionalism’ in one form or another. All understand intuitively the powerful confluence of American events and resources that have resulted in such a historic impact.

While America has been given a good foundation, in order for American Exceptionalism to become sustainable, a bold strategy must be designed and executed successfully. The following three-step process develops a bold strategy:

1. Define the main challenge.
2. Understand the critical factor within that challenge.
3. Apply organizational strength into the ‘most promising opportunity’ within the critical factor.

This bold strategy is applicable to a structured organization of any size. The following proposal is a bold strategy for the structured organization called America.

First Step: The main challenge for the America is to innovate through the growth of the economy. In turn, the growth of the economy dictates how quickly social and financial systems inside can advance.
Second Step: The critical factor for the growth of the American economy is to have communities continually innovate. In turn, the level of a community’s innovation dictates how quickly the business industry ecosystem outside can advance.
Third Step: The organizational strength of America is its ability to empower and benefit from billions of decentralized and diverse choices being made within communities. Within any one community, a school of U.S. Education (another structured organization) that can develop the creative thinking potential and skill sets of all adolescents is the ‘most promising opportunity’ to which the organizational strength of America should be applied. The reason is that creative skill sets are the core foundation for all adults to be able to innovate.

But this has not happened because American leadership does not understand this bold strategy. Consequently, U.S. Education was not set up to foster innovation but is instead focused on competing with centralized education systems of other countries. But centralized education systems will always be more effective at developing homogenous students that can memorize and regurgitate current information – which is the opposite of innovation. So the counter productive focus of U.S. Education actually has the result of flipping the organizational strength of America into a weakness.

LED accelerator would change this backward dynamic for U.S. Education and leverage the organizational strength of America. LED accelerator is a proposed dual system within U.S. Education that will foster high-level creative thinkers along with skill sets that can ultimately develop breakthrough innovators.

LED accelerator shares the goals of other dual systems like Xerox, PARC, DARPA and Google X that were created to be vertically intensive within their respective parent organization. The difference is that malleable brains of students in this system are simultaneously being wired for adaptive algorithms by their experiences. LED accelerator students will collaborate and compete while using tools that exist in the current world to manifest the products and services they intuitively see existing in the future world. The hyper competitive students within each decentralized school district will continually adopt best practices to evolve their culture while striving to pursue breakthrough projects.

Continually changing outcomes will provide for evidence-based data for educators on what aspects of LED accelerator can be implemented in the general education curriculum. The internal impetus of LED accelerator will therefore continually advance the entire U.S. Education system alongside evolving social, economic and government needs.

LED accelerator is therefore not just another education program. It is the missing piece that completes the bold strategy to empower American Exceptionalism to lead the world.

Full proposal and analysis for LED accelerator is found at: CreateLEDaccelerator.com

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Why Music and Fine Arts are Essential in Education

Introduction
Music and arts programs in education are under assault with an increasing possibility of being curtailed by legislators and school administrators during each budget session. Despite considerable research on the benefits of how music and arts wire the brain for creativity, cuts continue to happen. Parent and corporate advocacy for these programs have also seen little effect in saving them from being diminished or eliminated. This dynamic does not change because, in the end, it is all about deciding what is the priority in education.

With the pace of innovation constantly accelerating in the modern interconnected world, and as American corporations depend on creative teams to continually innovate, the clear priority is developing the creative skill sets of American students so they can be globally competitive in the future. The only way to achieve this end result is for music and arts to become central to U.S. Education. Though this may be a bold statement, it can be explained and supported from the viewpoint of interconnected education, cognitive and AI (Artificial Intelligence) paradigms.

The Education Paradigm
With relatively minor adjustments, a schoolteacher from 100 years ago would feel right at home within the modern classroom. Other than replacing books with tablets, there has been little system advancement in over a century. In the past, educational excellence meant providing students equal opportunity to learn information that was not easily or publically accessible. Today, information is available for free anywhere and anytime for anyone with Internet access. Therefore, information has become a commodity that no longer has any value in education. The process of forcing students to memorize information and then grading them on how well they regurgitate it is obsolete. Now, memorizing information is mainly needed as a foundation for innovation. The true value in education will reside solely in how students’ minds can be engaged to creatively use, assimilate and transform established information in new ways. This innovation may lead to either a conceptual or physical end product. Only levels and speeds of this creative process should be taught and graded. However, this is rarely happening in U.S. Education.

Consequently, the current state of education has resulted in the failure to achieve the main tenant of the U.S. Department of Education’s mission statement: “global competitiveness by fostering educational excellence”. Therefore, we cannot continue to approach education in the same way and expect different results.

Educators will be forced to experiment with teaching systems for decades to come until the evidence clearly points to a final process to implement. This will be a messy transition with many failures. Generations of students will be caught in the cross hairs of those teaching system experiments. During this transition, students who participate in music and arts programs will be in a classroom experience that will continue to engage their minds to expand creative abilities. But that calls for an explanation of the mind and how music and arts influence it.

The Cognitive Paradigm
While Neuroscience is making progress in understanding the human brain and how to measure intelligence, there is comparatively little progress in understanding the conscious, thinking human mind. Neuroscientists have no serious model of the detailed mechanisms of how the mind actually functions. The widespread assumption is that somehow millions of neurons fire in the brain to produce the mind. They equate brain with mind and intelligence with consciousness, even though each are separate things. So in order to help understand what kind of future education system needs to be implemented, the following advanced model of the mind is given.

The attributes of thought, intuition and emotion cannot originate from a brain cell that dies every 12 years. Furthermore, cells break down into molecules, atoms and subatomic particles. Consequently, there is simply no capacity within the construct of matter to harbor the mind. In computer terminology, the brain is like an adaptive biological motherboard while the mind is a separate operating system that runs and restructures the brain.

The human mind subconsciously saves to memory all sensory information input that the body sees, hears and experiences. Memory is therefore just established information that the mind can access, use and assimilate to attain unique perspectives. In this process, the mind’s force (e.g. volts) and transmission capacity (e.g. amps) is limited by how the physical brain is neurologically wired. It becomes necessary, then, for the brain to be constantly rewired by the mind to accommodate the mind’s force and transmission capacity needs. So the more the mind is stimulated to assimilate information, the more the mind rewires and expands the brain’s capabilities.

But the physical brain offers resistance (e.g. ohms) to the cognitive mind rewiring it. The addition of emotion to this process acts as a catalyst that stimulates the mind to greater output while simultaneously increasing its force to overcome the brain’s resistance. Emotion can range from fear to inspiration and from conflict to harmony. Therefore, having opportunities for students to experience controlled emotion while learning is needed within education. One of the triggers for emotion is the interaction with music and arts. That experience then stimulates the mind to assimilate information in ways that would not have happened otherwise. This ultimately leads to creativity.

So if the purpose of the mind is to create new information then an explanation needs to be given on how it is different from AI.

The AI Paradigm
AI (Artificial Intelligence) technology is constantly improving in its ability to instantly access and deliver relevant information. AI will eventually eliminate all future jobs whose main requirement is using memorized information. Furthermore, AI capabilities are advancing to creatively use, assimilate and transform established information into new information. So AI is already and will continue the process of being able to innovate e.g. IBM’s Watson. This capability alongside advancing (mechanical and then biological) robotics will scale and radically change the role of humans in society. AI will even replace humans performing most of the base functions in the STEM disciplines, just like calculators have replaced the need to do complex arithmetic by hand.

In the future, the only advantage humans will have compared to AI is our aforementioned (non-linear/divergent) thought, intuition and emotion. These unique attributes give humans the potential of innovating new information at such advanced levels and speeds that AI can never attain. Unfortunately, this cannot be achieved if students are not engaged in creativity

Conclusion
Students have been the first to sense the obsolescence of the education system. Ask teachers and they will tell you how students now regurgitate-and-forget information they are learning. The ones who have adapted to play this game the best, receive the best grades. This is just an evolutionary response because they know that memorized information is no longer necessary for their survival. Students are using AI as a tool outside of school every day to source any information they want. Their intuition is telling them that being forced to memorize information in school is essentially relegating them to compete with AI. They instinctively understand this is not just counterproductive, it’s self-defeating.

Students now want and need to become more creative. This corresponds with the demands of an evolving business ecosystem in which corporate survival now depends on the creativity of their adult teams. Consequently, all priorities in U.S. Education now must refocus on how to teach and develop students’ creative skill sets. This, and only this, will keep America competitive in the 21st century. But currently, few classes in school other than music and arts stimulate creativity. That is why music and fine arts are essential in education.

Evidence for these paradigms, along with documentation on the ultimate education system that will empower American Exceptionalism to lead the world can be found on: AntonKrutz.com/education

Written by Anton Krutz

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An Open Letter To Peter Thiel

Peter,

Here are three concepts that you have publicly expressed interest in:
1. To find something that’s true, that almost nobody agrees with.
2. To fix an institutionalized and homogenized education system.
3. To advance the developed world by being vertically intensive.

All three concepts are addressed as a process individually below. As well as being interconnected within a new paradigm that will emerge after a specific event takes place. That event is the launch of LED accelerator – CreateLEDaccelerator.com – a new dual system program within U.S. Education that will develop Zero to One breakthrough innovators.

First: To develop an understanding of breakthrough innovation, a new framework needs to be described within which the cognitive mind and the physical brain are distinct constructs of one system. The traits of personality, intuition, emotion and thought cannot originate from a brain cell. The breakdown of a cell goes to molecules, atoms, subatomic particles and all the way to quantum planck length frequencies. Furthermore, the brain cell dies every 12 years. Consequently, there is simply no capacity within the construct of matter to harbor the cognitive mind. In computer terminology, the brain is like an adaptive biological motherboard while the mind is the operating system that runs and restructures the brain.

The human mind saves to memory all information input that the body sees, hears and experiences. Memory is therefore just information that the mind can access and assimilate to attain unique perspectives. This output process results in created incremental innovation. In contrast, breakthrough innovation is discovered because that information already exists and just needs to be sourced. Breakthrough innovators use their discovered information to establish new guideposts and direction for incremental innovators and the rest of society to follow. The existence of the cosmos is not left to chance and neither is human evolution. “God does not play dice”.

Second: The premise of U.S. Education forcing students to memorize information and then grading them on how well they regurgitate it, is now obsolete. This process wires the mind completely against creativity and critical thinking. Furthermore, no part of the U.S. Education system exists to specifically recognize and develop our potential breakthrough innovator adolescents. The special skills of those adolescents are snuffed out, re-channeled to fit conventional career fields or disciplined for incremental innovation. That is why breakthrough innovators like Steve Jobs came into existence by pure chance, in spite of the education system. The solution is to disrupt U.S. Education from inside.

Individualized Project Based Learning is the future of U.S. Education. But educators cannot explain, as a process, how to establish and evolve it. Educators will therefore cautiously experiment and waste generations of students’ lives until a process starts to develop. LED accelerator will break this bottleneck by developing adolescents that will adopt best practices as they strive to pursue big opportunity goals. Continually changing outcomes will provide evidence-based data on what aspects of LED accelerator can be implemented as guideposts for Project Based Learning. This process will then continually advance U.S. Education as a whole.

Third: LED accelerator shares the goals of other dual systems like Xerox, PARC, DARPA and Google X, that were created to be vertically intensive within their respective parent organization. The difference is that malleable brains of adolescents in this system are simultaneously being wired for adaptive algorithms by their experiences to better source innovation. LED accelerator adolescents will collaborate and compete while using tools that exist in the current world to manifest the products and services they intuitively see existing in the future world. Within this process they will face adversity and fail more than they succeed. Hence, they will all develop resiliency. As adults, that trait will be forged into courage.

Courage along with a honed intellectual and intuitive capability will be the skill set foundation of future leaders. This foundation will be crucial to successfully meet the immense challenge of guiding society with and through constant disruptive innovation. That is why LED accelerator adolescents will grow up to be leaders within the private, public, military and religious sectors of this exceptional nation. But societies in other developed nations will also need guideposts to follow as well. So LED accelerator is not just a program that will Make America Great Again. It will be the sustainable core of American Exceptionalism to lead the world.

In Conclusion: At this point you may be thinking that this new paradigm is limited to utilitarian tactics and strategy. Where is the breathtaking long-range vision and fun behind it you ask. It is anchored in the understanding that millions of future years of information in the form of breakthrough physics and technology can potentially be sourced. While the construct of planned randomness ensures that future human experiences and conflicts remain only as planned probabilities, the information for breakthrough physics and technology is set. Everything from Strong AI bots, to medical instruments that use frequencies in repairing DNA, to disc shaped Starships that without drag are propelled forward at near light speed by moving space-matter and spacetime around the vessel. [The current static model of spacetime is incorrect because it is the dynamic 5th force within one unified field. Some of the effects of this 5th force is attributed to nonexistent dark matter and dark energy placeholders.] Additionally, travel between star systems will be made possible by going through Einstein-predicted wormholes to explore the Milky Way frontier and engage its millions of sentient inhabited worlds.
ALL. THIS. INFORMATION. EXISTS. NOW.
Wouldn’t it be fun to hack our matrix ecosystem and go source it?

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Self directed learning needs to be led by evidence based processes

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Article on self-directed learning by Tom Vander Ark.

Self-directed learning is the future of U.S. Education. But to get to that sustainable outcome there will be hesitant and cautious experiment after experiment. All the while U.S. Education will be constantly behind the innovation curve. LED accelerator will break this bottleneck by developing its own unique doctrines and learning strategies.  The hyper competitive adolescents within each LED accelerator will continuously adopt best practices to evolve their culture and strive to address Big Opportunities. Outcomes will be sustainable because they will be continuously analyzed and debated by educators to provide evidence-based data on what aspects of the ever evolving LED accelerator processes can be implemented to advance U.S. Education as a whole. More information found on: CreateLEDaccelerator.com

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Developing Breakthrough Innovators in U.S. Education

https://www.youtube.com/watch?v=9Ep9XcJbnk8

Breakthrough innovators throughout history have described their work as a process of discovery, always sensing a final vision of what they eventually manifested. Within this process all past and future breakthrough innovation has always existed conceptually, ready to be sourced by breakthrough innovators. It was possible for breakthrough innovators to do this because they were coincidentally positioned in their fields along with having brains that were naturally wired with developed algorithms, to be able to source the innovation.

Since there is a process to discover breakthrough innovation, there is therefore a process to develop future breakthrough innovators. This process takes the form of LED accelerator, a dual system program within U.S. Education. LED accelerator will accelerate how breakthrough innovation is discovered and then beneficially allocated within society. The select adolescents within this program will grow up to be leaders within the private, public, military and religious sectors of this exceptional nation. In turn, the future core of American Exceptionalism to lead the world, will run through this program.

More in depth explanation is found on: CreateLEDaccelerator.com

 

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