The interconnectedness of it all…Life.
When we actually look about and see beyond our own noses and our selfish attitudes about the human species, we see a vast realm of living entities interconnected to each other in a landscape worthy of vast and thoughtful planning. Planning on such a high level it boggles the mind of the average student. It all suggests a multifaceted realm so well coordinated that it exists due to some over-lording system intertwined to the ultimate degree. It is like a Genetic Genesis that expresses itself from a generative order hidden outside of reality that watches over every subtlety of a changing expression of reality. Such a system of the implicate order has long been overlooked by common man who is more concerned with the little realms that impact his direct experience. If we are to become the super agents of a future world, we must learn of this vast outer world hidden by our own selfish interests.
Humanity could be so much more if he were educated on a higher level and every stage of each individual were to dovetail with our own points-of-departure as we interface with life. To interface with individual differences at the start would point to amplified learning. The point of all the above is that we must educate the inclinations of the total person. In order to accomplish this, we must interface with their individual differences through a flexible method...communications technology and creative (field sensitive) philosophy. Amplified communications will then allow us to: (1) teach symbolically or visually to those who have language problems (right brain dominants); (2) teach through simulation of process; (3) teach via special effects and presentation graphics (science and math symbols representation); (4) teach through interactive/integrated menu driven thresholds (hypertext and hype-world concepts); (5) teach through expressive or soft-entry methodology; (6) teach through heightened visual excitement and entertaining programming (edutainment) ; (7) teach via transpersonal psychology ; (8) teach via individually developed student presentationals with multimedia tools; (9) teach via access to current data vendors and networks; (10) teach via access to educational bulletin boards; (11) teach through outside research provisions allowing students to go to the world to seek answers; (12) teach through increased business interfaces and agreements; (13) teach through home/ community video store augmentation to homework; (14) teach via real-life or life-like experiences; (15) teach via showmanship, marketing, and increased dialogue establishment; (16) teach through simulation of values, social mores, and respect (programmed examples);
Teaching through symbols testing or field sensitive testing with gestalt thresholds would expand our genius. If we can begin to reach out with this new powerful Simulation and Virtual technology, then we will address the totality that tunnel-vision (Field Independent?), has so far caused us to miss.