Multiple lines |
Children freely seek and find stimulation along
multiple self-selected lines of development—cognitive, moral, ego,
logical/mathematical, spatial, empathy, musical, time sense, etc. |
Integrated curriculum |
Self-selected and self-directed “whole” activities,
rather than subjects isolated for out-of-context study, lead to high motivation
and retention of learning. |
Near-stage transmission |
Age-mixing and free society foster high-efficiency
exchanges between cultural partners at slightly different stages of growth.
Both partners gain. |
Self-balancing |
Self-direction in a broad range of activities
and social possibilities appears to facilitate development that is balanced
across lines. |
Functional apprenticeship |
A novice and an adept pair up. The novice gains
knowledge, skill, and pleasure. The adept deepens mastery, gains a worthy
colleague, rises in social standing and self-esteem. |
Meta-message learning |
The system is the message, conveying values
of democracy, individual initiative, free enterprise, free society, personal
responsibility. |
Public process |
Open government engages all members in the
making of culture, community, and public policy. |
Accelerated culture |
High-bandwidth social commerce efficiently
transmits knowledge and skills (horizontal growth), and stimulates higher
order thinking (vertical growth to higher stages). |