THE SCHOOL OF EXPERIMENTAL ECOLOGY (SEE)
PROGRAM OF NURSERY SCHOOL EDUCATION FOR CHILDREN THREE TO SIX
SEE was founded and incorporated as a school in Oregon in 1981 by John David Garcia. SEE's sole goal from the start was to discover what environmental factors - physical, biological, and psychosocial would help children and adults maximize their creativity. It was this ecology with which SEE experimented.
The concept of "creativity" as used by SEE refers to any act which increases truth in any way for at least one person, including one's self, without decreasing truth for any person, including one's self.
"Truth" is any information that increases our intelligence or ethics without decreasing anyone else's intelligence or ethics.
"Intelligence" is our ability to predict and control our total environment - physical, biological, and psychosocial.
"Ethics" are the set of rules that we follow to make sure that we use our intelligence to best maximize intelligence, including our own, and not to diminish anyone's intelligence, including our own.
Intuitively, creativity is the process by which we discover scientific laws, invent machines, produce works of art, and nurture and teach others, as well as ourselves, to do these same things. The most creative thing we ever do for ourselves is to help another maximize his or her creativity.
These notions of creativity lead to the following summary of what is ethical:
(1) Any act or person that increases anyone's creativity, without decreasing anyone else's creativity is an ethical act, or it is an example of a person behaving ethically at that time.
(2) Any act or person that decreases any person's creativity, in any way, is an unethical act, or is an example of a person behaving unethically at that time.
These notions of creativity and ethics lead to a natural, scientific ethics that is in complete harmony with Judaeo-Christian ethics in general and modern science in particular. We call this system of ethics
"The Evolutionary Ethic" because it grows naturally and logically out of the scientific facts that are known about the process of evolution, about which we still have a lot to learn. The Evolutionary Ethic is that We must do our best to maximize creativity without ever decreasing anyone's creativity.
The Evolutionary Ethic can be used scientifically and rationally to optimize any social science or process. This is particularly true about how best to educate our children and ourselves.
Traditional educational systems, throughout the world, emphasize learning how to regurgitate information exactly as it was given to us. This requires intelligence, but not ethics. These same systems seem to destroy imagination and creativity in children. Almost all children enter primary school still highly imaginative and creative, but they usually leave high school devoid of imagination and creativity. Something in the traditional educational process destroys the children's imagination and creativity.
After many years of working with these concepts and doing experiments with thousand of persons of all ages SEE has come to the following conclusions:
Creativity (C) is produced by an interaction of Intelligence (I) and Ethics (E). This interaction may intuitively be expressed, in its simplest form, by the equation, C = IE.
In trying to maximize anyone's creativity, it is more important to maximize their ethics than their intelligence, because, although Intelligence (I) is always positive, Ethics (E) can be negative, thereby giving us negative Creativity (C). Negative Creativity is what we call "destructiveness." Negative Creativity is intelligence used to diminish at least one person's intelligence and/or ethics. Positive Creativity always increases at least one person's intelligence and/or ethics, without diminishing anyone's intelligence or ethics..
Traditional schools do not diminish intelligence. Rather, they diminish, and eventually destroy, ethics by punishing creative behavior and rewarding repetitive, noncreative behavior. Thus teaching the student to value happiness more than creativity, and that happiness can be maximized by conforming to authority and never displaying any independent or imaginative thinking, since the latter usually leads to some form of punishment.
SEE has developed an educational program that not only maximizes creativity while strengthening the child's ethics, but enables the child to acquire all the traditional educational information many times faster and more coherently. This is done by teaching the child through a process of rediscovery, where all subjects are taught in the same order and context as the human race learned these things.
Instead of merely regurgitating information, the child is encouraged to use its imagination, and its own creativity, to reinvent the accumulated knowledge of humanity, in the same order and context as humanity invented and discovered this same information. This takes patience and creativity on the part of the teacher. Traditional methods of teacher training seem to destroy creativity for the teachers and their subsequent students. Therefore SEE does things in new ways, never before tried.
Children at SEE are never punished, in any way, or forced to do what they do not wish to do. Instead they are given ever growing creative opportunities specifically tailored to their individual abilities and inclinations. These opportunities are both the intrinsic rewards for their creative actions, as well as more attractive, interesting alternatives to their destructive actions.
They are encouraged, but never forced, to cooperate with other students by learning from them and teaching them. The students can learn on their own, work with others, or just play. The teachers merely present them with opportunities to be maximally creative, and then help them realize those opportunities. No form of coercion is ever used on the students, but they are constantly given ever greater opportunities to become maximally creative at their own pace and in their own way.
The sole form of discipline to which the child is exposed at SEE is not to be destructive to him or herself or to the other students and teachers. This is done by reasoning with the child in the most loving way possible, giving creative alternatives to destructive behavior, and by consultation with the child together with his or her parents. Parents of students at SEE, must be involved in the educational process of their children.
If the child cannot desist in its destructive behavior, it will be suspended from SEE for a period appropriate to the situation. If after being readmitted to SEE, the child persists in destructive behavior, it may be expelled. SEE recognizes that it has failed with any child that it must expel for the welfare of the other students and the child itself. All children are inherently creative.
SEE has learned that almost everybody learns best in small groups of eight cooperative students who voluntarily choose to work together. These groups are optimized if they are half males and half females who have voluntarily chosen to work and study together. We call these small groups "Octets", and encourage, but never force students to form Octets of their choosing.
Because of the optimal student grouping in Octets, SEE proposes, on the average, for older students, at least one teacher for every eight students. For the nursery school students SEE has at least one full time teacher for every six full time students. SEE has an appropriate number of teachers for the part time students.
All SEE teachers are partners with SEE, ebgage in profit sharing, and earn an average income over twice as high as the average California public school teacher. SEE teachers are chosen primarily on the basis of their ethics, creativity, love and kindness toward children, and a thorough understanding of SEE's philosophy and goals, which is also required of all parents.
SEE will provide written materials and free seminars for parents to help them understand what SEE is, what it is trying to do, and why it does what it does. Parents should become thoroughly and intensely involved with SEE in determining what is the best way to educate their children. The SEE teachers will make whatever time is necessary to interact with the parents of the SEE students.
A brief description of SEE's educational philosophy follows:
SEE'S EDUCATIONAL PHILOSOPHY
We can transform ourselves so that we are ethical, totally loving, devoid of fear, and totally creative in all our acts. But that is not enough to maximize creativity. We must also maximize our intelligence, because C = IE. We have two impediments to maximizing intelligence. The first is our own fear, which inhibits our ability to learn and forces us to specialize. The second is negative ethics and their consequent fear and destructiveness in others.
All creative persons, if they do not always treat all destructive persons with love, are susceptible to the destructiveness of others. If we increase the intelligence of unethical persons, we merely increase their ability to destroy. Even highly ethical persons, if they are too intelligent and not yet highly ethical, are occasionally destructive; their destructive acts may lead to imposing serious harm on others. Young children and ethical adults are the sole persons who are always more creative in their behavior than they are destructive. Creativity is best maximized with young children.
To maximize creativity, an educational system must take into account the relationship between ethics and intelligence. At the same time it must not inhibit the flow of information to ethical persons. A technique for accomplishing all these objectives is to create an educational system based on love in which an increase in ethics is inextricably interwoven with an increase in intelligence.
Education in secular schools is inevitably separated from any ethical considerations. In seeking to maximize solely intelligence, they minimize creativity by specialization and the destruction of ethics through conditioning by fear.
Religious schools often corrupt their ethical teachings with dogma and compulsive ritual based on fear, thereby alienating those who are scientifically and creatively oriented. As a result, religious schools tend to produce few scientists and the least creative psychosocial specialists.
In order for an educational system to maximize creativity, as opposed to merely increase intelligence, it must have the following characteristics:
1. It must be based entirely on the evolutionary ethic.
2. It must emphasize the growth in ethics and love along with the growth in intelligence and give preference to the former over the latter when and if conflicts arise.
3. It must in no way use fear to condition the student.
4. It must encourage love and cooperativeness rather than competitiveness among students.
5. It must at all times provide the opportunity, not the obligation, for the student to generalize in all fields of knowledge, including the arts, rather than specialize in a single field. Conversely, a student must always be free to specialize by choice while being told the consequences of those actions.
6. It must provide objective feedback to the students about how well they are learning without in any way having this feedback serve as reward or punishment. Solely the act of learning is a reward. The sole punishment is not learning. The objective results are necessary solely to avoid self-delusion. The students should learn to find at least as much joy in discovering their mistakes as in discovering their successes.
7. Creative independence of the students should be encouraged and never criticized before the fact, even when it seems obvious that the student's ideas will be wrong. We learn by our mistakes, using objective feedback, which should be given solely after the students have tried their innovative ideas, under close supervision so that they do not hurt themselves or others. In this way students are encouraged to recreate the knowledge they acquire and to use their creativity. They are taught solely what they can create.
8. There should be no educational time constraints whatever on the students; they should move at the pace which is most satisfying to them. Slow students should be free to move at their pace without feeling rushed. Fast students should be free to move at their pace without feeling bogged down by others.
Many of these objectives will be accomplished simultaneously by organizing the students into voluntary, cooperative octets of four males and four females who learn as a group and decide by consensus what they should focus on next. Students should join the octet whose pace and inclination of learning is most compatible with their own. Anytime students cannot reach consensus in their octet, or find a better octet for themselves, they may change octets.
Students who wish to work individually or in other-sized groups should also be able to do so and encouraged to change their organizational structure to whatever structure is most creative for them. It may be that the available octets are not optimal for all students at all times during their lives. Students should have an opportunity, not an obligation, to work and study in voluntary, cooperative octets. The prediction is that those who choose to work in these octets will maximize their ethics and creativity as well as their intelligence; if not, our educational methods can be changed.
Given this background, we now focus on the curriculum and the educational organization which maximize creativity. It is our intention to eventually make this curriculum and educational organization available to the maximum number of persons, regardless of their economic means, by offering work study scholarships to all parents and their older children.
A Lifetime Curriculum
The curriculum outlined in the following section is one that can be started by young children and continued into old age without being exhausted. A person wishing to maximize creativity in the shortest possible time would follow the curriculum approximately in the order given; but anyone should be able to take many different paths within this curriculum, including specializing at any time. All students would be counseled on the consequences of their actions, but encouraged to follow their own conscience by doing what seems right for them without fear of making a wrong choice.
The objective is to make the totality of human knowledge readily and easily available to as many persons as possible in such a way that, if they wish it, they are constantly maximizing their rate of growth in creativity relative to their present intellectual and ethical potential. In order to do this we plot an optimal course through the curriculum for all octets or other groupings of students and let them modify the courses according to their own personal inclinations. We also make the feedback on their progress, and that of other students, readily available to them whenever they wish it, but on a private basis so that any particular student's progress is known solely to the student and his/her counselors and parents. All other data is in statistical summaries and protects the anonymity of each student. An ethically optimal education should have no external rewards or punishments. The sole reward is to learn and become more creative. The sole punishment is not to learn.
The expectation is that, under this system, learning and creativity will be seen as among the most joyful of human experiences. There is something seriously wrong with an educational system that is loathed by its students. Students should choose to learn for the joy it brings--without fear of punishment or expectation of extrinsic rewards.
If their studies are disassociated from external reward and punishment and all students are respected for whatever choices they make, the students will optimize the curriculum for themselves. The essential requirements are to have the totality of human knowledge available and accessible at all times without extrinsic rewards or punishments associated with it. This may be done as follows:
We divide the totality of human knowledge into three primary areas, or dimensions, because human beings normally perceive the integrated whole of the cosmos as three distinct types of phenomena. These are the physical, the biological, and the psychosocial. There are many levels of knowledge within each of these dimensions that are normally associated within our archaeological and cultural history.
Indeed, what integrates the three dimensions of knowledge into a whole is the evolutionary ethic by which we see human history as a continuation of our biological evolution and biological evolution as a continuation of material evolution. Therefore, at each level the student is presented with the three distinct areas of study--plus a fourth discipline, which is an ethical evolutionary-historical-artistic integration of the first three.
Art integrates knowledge at the unconscious level. The entire program integrates knowledge by having ontogeny recapitulate phylogeny at the psychosocial level. Students learn in an order, context, and manner similar to that in which the human race learned the same material and are given an opportunity to rediscover this knowledge, under careful guidance. Everything they learn is always related to everything they know in a meaningful, practical way.
Within each of these four areas there exist side-by-side the theoretical ideas and the practice of these ideas in technology. This gives the overall structure for the curriculum which follows this section.
At each level there is artistic expression in music, literature, plastic arts, dance, humanities, and religious myth that ties all the knowledge together at the unconscious level. Therefore the students have the opportunity to learn and practice the arts appropriate to each level with the technology and science of that level. Religion is taught as a branch of anthropology. There is no religious indoctrination of any kind. But scientific ethics, in the spirit of Spinoza and the Evolutionary Ethic, are taught and related to religious ethics at each level appropriate to the understanding of the student. The parents are encouraged to integrate SEE's ethical teachings with their own religious beliefs..
At each level the more mature students are taught by at least one teaching octet that splits the four primary areas of study among them, with one male-female pair team-teaching each of the four areas. A teaching pair is responsible for both the theoretical and the practical studies in each of the four areas. Therefore, each teaching octet must contain at least one male-female pair that is expert in each of the four dimensions: physical, biological, psychosocial, and integrative (ethical, humanistic, artistic). For younger, beginning students a single teaching pair will cover the four areas.
Each male-female team-teaching pair can effectively and optimally teach up to 16 mature students at a time. Younger children in the three to six age category have at least one teacher for every six students, or one male-female pair of teachers for every twelve students.
The day is divided into eight periods of one hour each, with the teachers teaching four periods and spending four periods in counseling, preparation, and personal research. The younger students may have periods as short as one half an hour, according to the personal needs of the student.
At the lower levels, the young students spend a considerable amount of their time in relevant play and, possibly, taking naps, according to the student's wishes. Some of the counseling is reserved for parents so that parents will not use external reward and punishment to condition students. Each teaching octet can effectively teach 64 older, more mature students.
It is predicted that the effectiveness of the teaching and the learning will be optimized if the students are organized as tracked, mutual-interest, comparable-ability student octets united by commonly shared ethics. Each octet of teachers in turn interacts cooperatively to coordinate and integrate its teaching. Eight octets of teachers, with 512 students, is probably the optimal upper limit for school size to achieve the maximum amount of diversity and choice for the more mature students. Younger students will be provided with smaller, more intimate schools with a greater focus on safety..
SEE schools themselves may go several ways: (1) emphasize a fixed rate of progress (track) and teach up to eight levels; (2) have a single level of studies with up to eight standards of progress (tracks); or (3) have a combination of the two. Local circumstances would dictate what would be best for the students.
It is important that the students be able to move along at the rate that is best for them. Students could either choose a school that matched their rate of progress and had several adjoining levels or find a school at their level which offered the multiple rates of progress option for whatever level they wished to assume. These combinations and permutations of possibilities should be worked out by market forces and the teachers and students themselves.
Teachers can probably best teach students who match their own natural rates of progress. However, some teachers are very patient and compassionate with slow students, who learn much more slowly than the teachers did when they were at the same level. These more versatile teachers are ideally suited for schools with multiple tracking at a single level.
In the curriculum outlined below, we assume a single fast track for the brightest, quickest students, since it is these types of students who will probably first use this system. A level is a year of study for the quickest, most mature student group. These fast students would start at age three and go at the fastest possible rate. At the other extreme, very slow students could start at age eight, for example, and go at one quarter this rate. Almost the entire population would fit between these two extremes.
This approach to education would greatly accelerate the pace of learning because everything is relevant, interesting, and readily available in a loving context without fear. Everything the student learns is always related to everything the student knows.
Our best estimate, based on experiments personally conducted by the SEE staff, is that many students will learn at a 400% higher rate than in our current, classical educational system that emphasizes intelligence over creativity, and opperates on the basis of external reward and punishment, devoid of most ethical considerations. The following lifetime curriculum demonstrates an optimal educational process that catalyzes itself. Remember, the slowest students could move at one fourth this rate.
The thousands of possible variations on the following outline of the integrated education, designed to maximize creativity, can be made available to almost every human being by reducing the rate of learning in any or all of the four key areas for those who cannot or prefer not to keep up the pace as given. Up to eight rates of progress, or tracks, are feasible within this system.
The last or 13th level is an unending level which is repeated every year with new material. Once a person at any age has finished the first twelve levels, he or she may then enter the 13th level and stay there for several cycles to develop his or her creative maturity. This can replace conventional higher education for many students. The students would also be very well prepared to go on to more specialized professional education in engineering, medicine, architecture, science, humanities, art, etc., after several cycles of the 13th level. The 13th level may also have multiple tracks.
Any student may take any class at any school, and may generalize or specialize. No pressure is put on the student to conform academically. The student is simply presented with opportunities to accept or reject. The choice is always the student's. Therefore, some students may, if they wish, spend all their time studying music or mathematics and boycotting the other classes and courses. However, SEE predicts that if they are given a free choice from an early age, almost all students will choose to generalize and optimize the curriculum as outlined.
At this time SEE is considering solely a nursery school program for children between three and six years of age. This nursery school program represents the first three years of the overall SEE program for children and adults through university level studies. If there is sufficient interest, SEE will add one year at a time to the program so that all children and adults who wish it may participate in an educational process that will help them and their children become maximally creative.
The entire thirteen year program is outlined below. However, solely the first three years are currently being considered. There is no guaranty that the rest of the program will become available, but SEE will do its best to make it available, if there is interest by the students and the parents to continue with this type of education for as long as possible.
Outline Of a Lifetime Curriculum
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 1.00 3.00 Cause and effect The lever The human body Body care 1.25 3.25 Clubs and poles Modifying trees and branches Animal bodies; small domestic animals How to care for a pet 1.50 3.50 Different stones and their properties Using stones Edible plants and their properties Gathering edible plants and mushrooms 1.75 3.75 Shaping stone Building simple stone tools Edible animals and fish Hunting and fishing 2.00 4.00 Shaping wood with stone Using stone tools to modifu poles and clubs Food preparation and preservation Cleaning and preparing small game and fish using bone, wood, and stone 2.25 4.25 Handling fire Use of stone and wood to control fire, use of fire to harden spear points Advanced food preparation Cooking vegetables, fish, and meat on open fires 2.50 4.50 Advanced fire handling and control combining wood and stone tools, theory and design Hafted axes and choppers are made; stone fire carriers, simple weaving and knotting of vines and leather Elementary tanning and use of bone, vines, and vegetable fiber Skinning animals and fish, preserving leather, advanced cooking. preparing vines and vegetable fiber 2.75 4.75 The bow and fire-making Making bows and starting fires Advanced food preparation; advanced tanning and bone work Advanced cooking; clothes from animal hides; use of sinew and thongs; hunting with dogs 3.00 5.00 The use of clay and the bow and arrow; design of simple rafts Making and baking clay pots on an open fire; making and using simple bows and arrows Advanced food preparation including drying, smoking, & curing; health care Cooking, drying, and smoking with clay pots; preparing and using medicinal herbs and poultices 3.25 5.25 Advanced paleolithic stone work of knives and axes; advanced bow making; advanced clay work without wheel; large rafts Making stone tools to make other stone tools; making advanced bows and arrows; bellows and advanced pottery; building a large raft as a group project Gathering seeds and planting edible plants; basic first aid Gardening; preparing soil and cultivation; practice of first aid 3.50 5.50 Neolithic tools; construction of shelters; advanced counting; how to make a small dugout canoe and paddle Construction of simple neolithic tools; the use of tally marks and stored pebbles; building a small dugout canoe and paddle The biological need for shelter; building of lean-tos and simple teepees; clothes for extreme cold; simple agriculture Construction of lean-tos and teepees; more advanced gardening; making bone needles and a parka 3.75 5.75 How to construct advanced neolithic tools and work stone and wood; more advanced counting and Arabic numbers to 10; how to build a large dugout canoe Building advanced neolithic tools; working wood, simple carpentry, building semi-permanent structures; advanced tallying systems; building a large dugout canoe How to make boots and moccasins from leather and plant fiber; how to know when to plant and when to harvest; taking care of goats and sheep Construction of complete wardrobes of leather, plant, and animal fiber; more advanced gardening and animal husbandry
PsychosocialIntegration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 1.00 3.00 How to communicate Exchange of information Ethics of personal obligation Free-form drawing and painting, simple songs 1.25 3.25 Clubs and poles Repeat same message from different source Truth and lying, paleolithic stories Free-form drawing and painting, paleolithic stories, drums 1.50 3.50 Games of information Teams for sending and receiving messages Advantages of cooperating vs competing; paleolithic stories Songs, dancing, drawing, painting, telling stories 1.75 3.75 Making pictures for information communication Drawing picture stories Obligations of making oneself understood Free-form art, stick-figure drawing for stories 2.00 4.00 Advanced picture stories Making up stories with pictures Ethics of separating fact from fiction; paleolithic stories Wood carving and free-form painting; paleolithic stories created and drawn 2.25 4.25 Picture symbols which stand for complex events Team communications games and "charades" using picture symbols The difference between a symbol and the thing it symbolizes; paleolithic stories Charcoal drawing on bark and stone; universal religious symbols; creating stories 2.50 4.50 Advanced picture symbols and counting Making up stories by stringing together picture symbols which everyone can understand Creation myths of paleolithic people Making up creation myths and testing them 2.75 4.75 Rebus writing combined with picture writing Making up stories with rebus and picture writing Advanced creation myths of Native Americans and some religious beliefs, symbols Native American art and what it expresses; free-form art for what students value 3.00 5.00 The notion of an alphabet and sound symbols Stringing sound symbols together to make a word The religions of native Americans and the evolutionary ethic Percussion instruments, music, carving, dance, and art to express religious feelings 3.25 5.25 Reading advanced paleolithic stories with evolutionary ethical theme Writing simple stories and accounts using alphabet, rebus writing, or pictures as desired The importance of separating truth from fiction in our writing to avoid misleading others Late paleolithic art and religion; student's expression of his own feelings about them 3.50 5.50 Reading stories and history of early neolithic life with evolutionary ethics theme More writing of stories and accounts using alphabet, rebus writing, and pictures as desired Simple analysis of neolithic culture and religions in light of the evolutionary ethic Neolithic art and stone carving; clay figurines; self-expression of students 3.75 5.75 Reading more complex stories of neolithic life about religion and creativity in ancient Jericho and Mesopotamia More writing of stories and accounts using alphabet and rebus writing, but no pictures, show difficulty of communicating numerical concepts over 10 Analysis of why neolithic culture advanced so slowly before the beginning of Sumer; the energy that went into religious ritual & the corrupt priestly bureaucracy The flute and harp and the neolithic music possible for them; advanced neolithic art and religion; self-expression in all art media
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 4.00 6.00 The concept of the wheel; smelting metal from ore; making a simple calendar from astronomical observations; counting and use of Arabic numbers to 1,000 for calendar making, time-keeping, and other uses Making a potter's wheel and using it; making an advanced bellows driven by a pedaled wheel to heat a charcoal, earth, and clay oven; making a spinning wheel, a sundial, a simple loom Advanced gardening; the making of cloth from plant and animal fiber; advanced care and management of sheep and goats; gourmet cooking with spices and herbs using ovens; making more advanced permanent shelters of wood and stone Spinning fiber; simple weaving of cloth with no loom; wheat and corn cultivation; making bread with & without yeast; breeding sheep and goats with seasons; training dogs; constructing small stone and wood huts 4.25 6.25 More advanced metallurgy; the saw and how to use it; how to cast bronze tools, nails, the chisel, and metal hammer; advanced use of wheels; simple arithmetic; adding and subtraction with Arabic numbers; simple geometry Construction of wheeled push carts; construct bronze tools and show how inferior they are to steel tools; use steel tools in all construction; use pick and shovel and push cart to build small irrigation system and buildings; show how arithmetic and simple geometry help construct these projects Group design of large irrigated garden, suitable for self-sufficiency of 16 persons; advanced looms and weaving; advanced animal husbandry and selective breeding of sheep and goats; care of chickens and cattle Construct and plant garden; advanced cooking and preserving of food; fermentation to produce alcohol, distillation of alcohol with copper still 4.50 6.50 Advanced bronze-based metallurgy and smelting of other similar metals; identify related ores and other rocks; simple glass technology; building an oxcart from wood, leather, and bronze; simple multiplication with Arabic numbers; more simple geometry, right triangles, and the circle; advanced calendar-making & time-keeping; how to make a simple boat with sail and oars Smelt and cast advanced bronzes and similar metals; make and cast glass sheets; make mirrors of metal and glass; build an oxcart; show how arithmetic and geometry are useful; use detailed astronomical observations to make a better calendar, and show how arithmetic and geometry help; build a small sailing and rowing boat Show how to use a simple plow and fertilizer to prepare land; show how to make fertilizer from minerals and organic substances; show how to cross-pollinate and hybridize plants and trees; show how to use advanced fermentation techniques to produce wine and alcohol; discuss effects of alcohol as preservative and drug; storage and preservation of grain Advanced agriculture and gardening projects; make fertilizers, crossbreed and hybridize plants; grow grain and grapes; ferment to alcohol, distill alcohol, use alcohol as a fuel and preservative, use as disinfectant; cultivation of yeasts, and advanced baking 4.75 6.75 More advanced arithmetic and geometry, division of numbers, simple fractions; creation of more advanced sailing craft, the ideas behind a horse-drawn war chariot, the compound bow with metal-tipped arrows, how to construct the two-person war chariot and its relationship to the oxcart; the Babylonian abacus theory Show how arithmetic and geometry contribute to following technologies built by groups; build a more advanced sailing craft; build a war chariot using steel, wood, and leather; show how much more difficult it was with only bronze; build compound bow with bronze-tipped arrows; practice with bow until expert, and practice with war chariot Domestication and use of the horse as a biological machine, special care and breeding required by horse, horse behavior and anatomy, equipment for controlling horse and how to make it Horse training and use for farming and pulling chariots, speed comparisons, training horse for chariots and bareback riding
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 4.00 6.00 Reading stories in personal terms about the possible prehistory of the Sumerian people; vocabulary development and the practical use of grammar Write stories of fiction and personal activity using only alphabet; show how convenient it is to know when a sentence starts and ends, and how punctuation prevents misunderstanding The ethics of larger groups; how it is possible for several octets to cooperate if they have common rules and objectives; how ancient civilizations were slave-based and ruled by priestly bureaucracies Students construct rules and goals of cooperative behavior in order to build large-scale projects, buildings, irrigation systems to benefit hundreds of persons 4.25 6.25 Realistic but fictionalized history of the founding of Sumer and how Sumerians created their culture up to the time of the invention of writing; show how the religion and its ritual became overwhelmingly important, and how by controlling food the priests controlled people, warriors, and kings Write stories of fiction and personal activity; write essays on behavioral ethics; use proper punctuation for clarity of ideas and teach correct punctuation for students; have students ethically analyze in writing the history of Sumer and show what might be wrong The ethics of individual rights; show that taking rights away from individuals for a larger group damages the group it is supposed to help; show how creativity is important to progress and how liberty is important for creativity Students study Sumerian art and try to express their own feeling about Sumer in ceramic figurines similar to the Sumerians; stone sculpture project; reproduction of Sumerian relics and artifacts 4.50 6.50 Read a simple non-fictional history of Sumer, show their writing and accounting systems and note their defects; show how clay as prime resource led to cuneiform; endurance of clay records; read full accounts of Sumerian myths, including Garden of Eden; Gilgamesh, and Noah Write an analysis of Sumerians' history and their collapse; write an analysis of their myths and what they mean; write your own myths to communicate the same ideas as the Sumerian myths; write a creative story of your own choosing Ethical analysis of the rise and fall of Sumer, the ethical nature of the conquerors of Sumer, their strengths and weaknesses, the weakness of theocracy and hereditary aristocracy, why these entropic systems went on for so long Creative synthesis; high Sumerian art compared to art of conquerors; artistic group project to communicate the rise and fall of Sumer through music, painting, sculpture, and dance 4.75 6.75 Read a simple world history of the Ecumene from the fall of Sumer to 600 BC; show how little progress and creativity there was until then; show how Aryans spread Sumerian civilization to the entire old world and possibly to the Americas; read literary examples of each major culture Write an ethical analysis of each major culture and why they could not significantly improve on Sumerian civilization; write an analysis and interpretation of their literary works; write your own story to express what you feel about this period of history An ethical analysis of the Sumerian religion and those that followed; show how ethical vitality in primitive cultures can lead to conquest of more advanced civilizations; show how religions that seek reward for ethical behavior are destructive; show how it was necessary to invent morality The art forms of Babylon, Egypt, Crete, pre-Confucianist China, and India; make your own version of these art styles; improvise music on the instruments of these times; do a group art project on this period of history
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 5.00 7.00 The smelting of iron and simple steels, forging iron and blacksmithing; simple astronomy and navigation, advanced sailing ships that might have crossed the Atlantic; the iron forging necessary for controlling a horse in battle; pre-Greek geometry and arithmetic using Arabic numbers, advanced theory of the Babylonian abacus Smelt ore, forge from iron a complete set of tack for a horse, plus horseshoes; forge and make iron sword and spear; make large clay jars for storing grain, oils, and wine; begin one-year sailing ship construction project for group; show how geometry and arithmetic help in the above projects, build a Babylonian abacus Advanced study of equestrianship for war, shooting a compound bow while riding horseback, the use of the lance and the sword from horseback; mammalian reproduction in detail, nursing and care of young mammals; processing milk into cheese and yogurt Horse handling, training, and riding; grooming and care of horses, shodding and equipping the horse, the use of different bits, saddles, and stirrups; mammalian reproduction and breeding; comparisons of dogs, cats, sheep, goats, cows, and horses; cheese and yogurt from cow's milk; extract oil from fruits and nuts; make and store wine; optimal physical training of the human body 5.25 7.25 Continue with projects begun previous quarter Continue with projects begun previous quarter Continue with projects begun previous quarter Continue with projects begun previous quarter 5.50 7.50 Advanced metallurgy, casting bronze sculptures through lost wax process; making of hard steel alloys, nails, bolts, and screws; making advanced presses and catapults; fractions and decimals, empirical basis of Pythagorean Theorem, right triangles, circles, spheres, and parallelopipeds Continue work on sailing ship, do precision bronze castings; make knives using hard steel alloys; make nails, bolts, screws, presses, and catapults; show applications of mathematics and geometry to the above Human reproduction, comparative male and female anatomy, hormonal cycles, fertility cycles, puberty and emotions, lactation and nursing, care of infants, normal patterns of growth for young boys and girls Advanced breeding of animals and plants, extraction of fats and oils from vegetables, fruits, and seeds; extract animal fats from carcasses and meat; work in nursery caring for small children 1-2 years old 5.75 7.75 The geometry and mathematics of Pythagoras, several proofs of his theorem, the Pythagorean solids, the harmonics of vibrating strings and the physical basis of music; geometry applied to navigation, astronomy, building and surveying; the technology of glass, glass blowing Construct the Pythagorean solids, use several approaches to making dodecahedron and icosahedron; construct navigational computer, advanced abacus; construct glass bottles, mirrors, parabolic mirror; finish sailing ship Human health and the Greek medical tradition, Aesculapius and Hippocrates; a healthy mind in a healthy body; physical culture and optimal health; diet, exercise, and health Gardening and preparation of food for optimal health, an exercise plan for lifetime health, strength, and energy; construction of a glass still; care of young infants
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 5.00 7.00 The story of Zarathustra; how he changed the Persian people and how they went on to create the world's greatest empire until conquered by Alexander; the Zoroastrian religion and myths in detail Analysis of ancient Persian history and religion; write a story of how Persian history might have been different if the religion had been different Ethical analysis of Zoroastrian religion and ethical system, strengths and weaknesses, and how it was doomed to failure Ancient Persian art, architecture, music; analyze and reproduce style according to your own feeling about this culture; do a group project expressing ancient Persian civilization 5.25 7.25 The story of Confucius and his teachings and how they changed China; the books of Confucius are read, discussed, and compared to the philosophy of Lao Tse; the interaction of Taoism and Confucianism in Chinese history is discussed Written analysis of each of the books of Confucius and stories about Confucius; an analysis about Lao Tse; writing of imaginative stories about life in China; essay on how you personally feel about Confucius and Lao Tse Ethical analysis of Confucianism and Taoism as ethical systems, as ways to knowledge, and the civilization they produced; what was right and what was wrong and predictions Ancient Chinese art to Tang dynasty, analyze and reproduce style in sculpture, painting, and music; use Chinese style to express your feelings about classical Chinese culture in group art project 5.50 7.50 The story of Buddha and his teachings and how they changed India and the East; emphasize the basic ethical nature of Buddhism and its tolerant compassion toward others; show how Buddhists became psychosocial specialists and stopped innovating in the natural world; compare to Hinduism Write essays on the meaning of Hinduism and Buddhism and how they relate to you; how Buddhism and Hinduism relate to each other, how you would feel and act if you were suddenly put into a Buddhist or Hindu society; give evidence for and against reincarnation, what impact these societies have on the world, predictions Hinduism and Buddhism in light of the evolutionary ethic and the eight Ethical Principles; the historical impact and consequences of those religions; the ethics of the caste system; why Buddhism is more successful as an export; common Aryan origins of Hinduism, Buddhism and Zoroastrianism Experience directly Buddhist and Hindu meditation and its comparison to autopoiesis; Buddhist and Hindu art; draw mandalas of your own, sculpt in Buddhist and Hindu style, make up mandalas, learn to play Buddhist and Hindu music; perform dances, do art works expressing how you feel about Buddhism and/or Hinduism 5.75 7.75 Early Greek history to Thales; the Iliad and the Odyssey; the story of Thales and Pythagoras and how they laid part of the foundations of Western civilization; the rational and mystical as reflected in those two men; Thales and ethics; Pythagoras and religion Write an essay on the ethics of the characters in the Iliad and Odyssey, the ethics of the mythical characters and gods, the attitudes toward women and their role in Greece; make up a Greek-style myth of your own The warlike Aryan tradition and how it led to Greek culture, the obsession with domination and personal freedom, the oppressiveness of a slave-based culture, the extreme military specialization of Sparta; why a love of truth and intelligence is not enough if there is no love for others Geometric art using Pythagorean and Greek principles, composition of music using Pythagorean theory of harmonic scales; begin a sculpture project in the Greek style; Greek music and dances including those of Sparta
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 6.00 8.00 The geometry of Euclid using modern algebraic notation, introduction to algebra as it applies to geometry, use of geometry and vectors to sail against the wind; give many examples of the practical applications of geometry in many fields; the Atomic Theory of matter of Democritus; other Greek theories of water, earth, air, and fire Use geometry to calculate size of the earth, distance to the sun, size of the sun; use geometry to construct and use a large catapult; build a bridge by geometric design; work with glass making lenses and mirrors; begin design of ship that can sail against the wind; practice sailing the ship built last year Internal anatomy of vertebrates, fish, frog, rat, and pig; the true role of each organ and what Aristotle and Galen thought they were for; Greek theories of evolution compared to modern theory; point out how dangerous it is for authorities to be wrong; the value of doubt Dissection of fish, frog, rat, and pig; identification of all major organs and bones; practice in meat processing, packaging, and preservation without refrigeration; continue practice in caring for young infants in first year 6.25 8.25 Continue the previous work and continue with the geometry and science of Archimedes; use modern algebraic notation and point out how difficult the work of Archimedes was because of notation; theory of pullies and parabolic mirrors; show how abacus gives answers to the notational problem Construct a system of pulleys and a block and tackle; construct parabolic mirrors to collect solar energy by heating water, and work out schedule for how mirrors should be aligned as function of time of year and day; finish design of ship Detailed survey of Greco-Roman medicine and the modern versions of these beliefs; the complete guide to the use of herbs and medicines for curing and preventing illnesses; taxonomy of herbs; review Greco-Roman theories of biology Plant a garden of medicinal herbs, take field trips to collect medicinal herbs, prepare poultices and medicines as have been verified by time and modern usage 6.50 8.50 The works of Archimedes continued, the school of Alexandria, and the continuation of Greek mathematics, science, and technology; full development of algebra and trigonometry using modern notation; solid geometry and trigonometry, applications to navigation, the construction of lenses The design and construction of water pumps, the design and construction of steam turbines; practical lens making continued; begin modification of ship made in fifth year to sail against the wind; glass blowing continued Study of preventive medicine; germ theory of infection and how hygiene can prevent it (although Greeks had lenses, no one discovered germs for 2000 years), parasites and their life cycles, the danger of eating meat, the importance of cooking and cleanliness Use lenses to study small organisms, examine parasites in intestines of animals, show how maggots hatch from fly's eggs; basic entomology observed; use microscope to study basic parasitology 6.75 8.75 Continuation of the study of the science, technology, and mathematics of the School of Alexandria Continuation of the above; make crude telescope and microscopes The study of microscopic life; how lack of scientific method inhibited medical practice for 2000 years; how to prevent the spread of disease; viruses as submicroscopic organisms not to be discovered for 2000 years Study of amoebas and major human parasites; animals as sources of infection for humans; the parasitic worms
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 6.00 8.00 Greek history from Thales to the Roman conquest, the Dialogues of Plato, a survey of Aristotle, a survey of the Greek plays and the fables of Aesop, the ethical teaching of Socrates, the Macedonian interlude and Alexander Perform one play by Sophocles and one by Euripides; write a critique of Greek culture and why it failed; write a critique on Socrates' life and on whether Socrates should have drunk the hemlock; write an epic poem on Greece Ethical analysis of the teachings of Socrates, Plato, and Aristotle; show how the lack of love and the will to power forced Greece to destroy itself; consider that the great thinkers of Greece never had power nor were they free of tyrants except at first Write a play in the Greek style on Greek themes, critique one another's plays, finish sculpture in the Greek style, do a group art project on the meaning of Greece 6.25 8.25 Greco-Roman history from the start of Rome to the time of Jesus; analysis of the works of Lucretius; what the Romans had of their own and what they learned from the Greeks; Roman ethics and theories of government; how tyranny can always replace a democracy by promising to take from the rich and give to the poor Learn Greek and Latin roots to English and scientific and technical terms, emphasis on nouns; the Greek alphabet, brief survey of Greek and Roman grammar and its complexity; show how English grammar is simpler, more practical; show how as vocabulary expands grammar can be simplified; write essay comparing Greek and Roman culture Sexual ethics and how the Greeks and Romans related to them; pleasure as an end in itself; the exploitation of women, exclusion of women from all important decision making, women as sexual objects, the absolute authority of the father; Roman law and evolutionary ethics, subservience to the state and ethical principles Design a domed and vaulted building made of wood and masonry, calculate stresses, and show the use of the arch and dome; play Roman music and practice sports, do a group art project on the meaning of Rome under Augustus 6.50 8.50 The history of the Jews; read all of the Old Testament, the ethical principles derivable from the Old Testament, the mixing of ethics, techniques, and ritual; the Jewish interaction with the Aryans after the Babylonian captivity, the resistance to Hellenization, the conquest by Rome, the Jewish bureaucracy, sampling of the Talmud Essay analyzing Old Testament as a historical account and as a myth; compare to Iliad and Odyssey; Jewish laws are analyzed in terms of their ethical value and their political implication; essay on Judaism as an ethical system Ethical analysis of the Old Testament, personal ethics, health implications of many of the Jewish laws; show how the means became the ends and how ritual destroys ethics; the destructiveness of becoming specialized in one's own religion Jewish abstract art in the form of the Menorah and the Star of David; paint an art work using Jewish symbols to express a Jewish theme without including the human form or animals; Jewish music and Passover songs 6.75 8.75 The New Testament and the life of Jesus, the ethical teaching of Jesus, Jesus as a Jewish reformer and rabbi, the deification of Jesus, the teachings of Jesus in relationship to the Greco-Roman religion, St. Paul and Christianity as a synthesis of Judaism, Jesus, and Greco-Roman religion and philosophy Write an essay on Jesus and the meaning of his life and death, essay on the criticisms of Jesus against traditions and the Jewish bureaucracy, essay on whether Jesus could have studied in India and/or Tibet, essay on Jesus' teaching and the school of Alexandria Ethical analysis of the New Testament, the high ethical content in the teachings of Jesus compared to their corruption by St. Paul, the mythification & deification of Jesus in the Roman tradition by those who did not know him, analysis of synoptic gospels showing how they were all derived from a simpler, common source Draw and paint art showing the unification of Judaism, the teachings of Jesus, and the Greco-Roman religion (Michelangelo's Sistine Chapel is best model); write a poem expressing this synthesis; do a group art project expressing the essence of Christianity
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 7.00 9.00 Consolidation of Greek mathematics and geometry using modern notation; practical chemistry in purifying common elements from their ores and making chemical compounds such as sulphuric acid, nitric acid, hydrochloric acid, aqua regia, and gun powder Use geometry and mathematics to design a cathedral using Roman arches, vaults, and buttresses; isolate elements from their ores; make acids and simple compounds, gun powder, and paints; make mortars and cements; continue modification of sailing ship Further study of microscopic life, protozoa, mites, worms, and other microorganisms that live on and in mammals; diseases they cause and symbiosis they provide Microscopic observation of microorganisms, classification in modern terms; observe sea plankton, sponges, and hydra, and observation of their life cycles 7.25 9.25 Mathematical modeling of nature through advanced algebra, geometry, and trigonometry; derive solutions to quadratic and cubic equations; advanced navigation, the compass and the theory of the sextant; advanced geometry, trigonometry of arches, domes and vaults Masonry work, making stone arches & vaults; begin construction of small wooden house with some masonry; continue to work with lenses and practical optics, make large reflecting telescope, make better microscope; make additional chemical compounds, acids and paints, dyes and cements; construction of an astrolabe; practical astronomy; finish modifications on sailing ship Animal systematics, invertebrate zoology, comparative organ systems, organ structure and function, cell theory of animal structures Laboratory dissection and study of the invertebrate phyla in an evolutionary context; detailed experimentation for function of organ systems and microhistology 7.50 9.50 Mathematical modeling of nature continued; quartic equations; heliocentric model of solar system compared to Ptolemaic; comparison of Viking ships as fast raiders to more seaworthy sailing ships; prepare for two-week ocean trip, theory of alchemy Continue work with wood and masonry in house; begin construction of accurate water and weighted clock; begin construction of astronomical telescope with instruments; alchemical preparation for isolating elements and making compounds; the alchemical symbols as archetypes Continue classification of invertebrates for all remaining major phyla, specifying organ functions and histology; show how all metazoa have same types of cells and all start as single cell, simple embryo egg Laboratory dissection and microscopic observation of major invertebrate phyla; tissue and embryology; transition species to vertebrates, tunicates, and amphioxus 7.75 9.75 Begin study of conics and analytical geometry; begin study of the dynamics of falling bodies and the pendulum; continue study of alchemy, showing how acceptance of wrong hypotheses impeded progress; consider measurements of time, temperature, and position Finish wooden house; using telescope and clocks, begin observations of movements of planets and earth relative to sun, and deduce Kepler's laws; take a two-week ocean trip; begin construction of sextant Continue classification of invertebrates; compare with anatomy of simpler vertebrates; study all organs and their physiology and function; identify cells common to vertebrates and invertebrates Microscopic observations and dissection of simple vertebrates and their organs; observation of simple embryology and comparison to invertebrate embryology; full dissection of shark
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 7.00 9.00 The Roman Empire and its interaction with Christianity, the Greco-Roman disdain for manual labor, the Christian disdain for the natural world, the Gnostic Christians, the stagnation and disintegration of the Roman Empire until the rise of Islam Write speculative essay on how Roman Empire might have endured and what the world would be like if it had; write speculative essay on how Christianity would have developed if the Gnostics had not been persecuted The ethical decay of Rome; Roman bureaucracy; how the Catholic bureaucracy established itself; Catholic intolerance of deviant views; persecution of heretics; inferiority complex about pagan knowledge; the destruction of Alexandrian library; Hypatia Finish design of cathedral; paint Christian symbols that express what is best in Christianity; sing Gregorian chants in Latin after studying translations; do an art project expressing the meaning of the Catholic church 7.25 9.25 The rise of Islam; read the Koran; early history of Arabia to 7th century; relationship of Islam to Zoroastrianism, Judaism, Christianity, and the surrounding cultures; the political vacuum in the Middle East Essay on why so many Jews rejected Islam; essay on why Islam was able to grow and expand so rapidly; essay on the ethical contradictions within Islam compared to Judaism and Christianity Islam as a closed system; how Islam induces fanaticism; its comparison to Christianity; why Christianity is more open in spite of church bureaucracy; Islam and creativity; the reason for Islam declining as Christianity rose Islamic abstract art; how lack of representational art diminishes creativity; draw abstract designs in the Islamic style; Islamic mandalas; paint representational art of Islam; compare to Persian and Mogul art forms 7.50 9.50 The great theologians, St. Augustine, St. Gregory, Averroes, Avicena, Maimonides, St. Anselm, Abelard; show their depth and breadth of vision; the weakness of having orthodoxy to defend; the Holy Roman Empire and its relationship to Islam, India, and China; Charlemagne and his successors Essays on the "proofs" of the existence of God and the ontological arguments; essay on the humanizing role of the Church while it bureaucratically decayed; essay on priestly celibacy and its implications; write your own ideas about God The dominance of ideology and bureaucracy over ethics and truth, the preservation and distortion of the teachings of Jesus, the fundamental power of the teachings of Jesus in spite of the negative elements Compare Byzantine with Western religious art and paint a synthesis of the two; paint a synthesis of Christian, Chinese, Hindu, and Muslim art of the period; begin study of the organ 7.75 9.75 St. Thomas Aquinas and the rise of the Holy Roman Empire; the feedback produced by the great schism; the decline of Byzantium relative to the newly emerging West; Roger Bacon and the rise of science; the apparent cultural superiority of Islam, India, China, and Byzantium Write essay on the theology of St. Thomas Aquinas, indicating the holes in his arguments; essay on Thomistic ethics; the schism analyzed in theological and bureaucratic terms, why schism was so important to Western progress The relationship of rational theology to mathematics; the church as an arbiter of power between barbarian states; the moral authority of the church in a world of brute force; the cathedral as the synthesis of Western technology, art, and religion Study and do detailed drawings of major cathedrals; plan to implement construction of cathedral design; begin construction on scale model in stone
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 8.00 10.00 Continue with study of analytical geometry; begin solid analytical geometry using Cartesian notation; study the design of clocks, thermometers, and astronomical instruments; a study of Kepler and his ideas about nature and the music of the spheres Continue with mini-cathedral building project; build full-fledged observatory with telescopes, but in spirit of Tycho Brahe make observations to deduce Kepler's laws; take two-week ocean voyage on sailing ship; discuss how Europe extended itself throughout the world in the 16th century Continue vertebrate comparative anatomy through higher mammals and relate to human anatomy; show how embryology of all vertebrates overlaps at stages; relate to Greek evolutionary theories Dissect and study vertebrate anatomy, tissues, and organs; go through modern systematics for all major mammalian orders; study embryology of related groups with microscope; the fetal pig and its full dissection 8.25 10.25 The early basis of the scientific revolution, Francis Bacon's Novum Organum, Boyle's studies, Galileo, the inventions of Leonardo da Vinci, the notion of experimental "proof"; finish analytical geometry and learn elementary calculus of variations, the concept of limit, and early concepts of calculus to explain Kepler's laws Continue observation project, build improved clocks, finish sextant, finish mini-cathedral, study map making and various forms of map projections; set up experiments to test Boyle's laws, simple gas laws, experiments to test circulation of the blood Human anatomy in detail; all organs, tissues and bones, gross structure of the brain; embryology using the fetal pig; use anatomical drawings of da Vinci and Vesalius, plus Gray's Anatomy; these integrated studies will last a year Dissect human cadavers, male and female; observe tissues, and relate to other mammals; show similarity of all organs for all mammals; note how different human brain is 8.50 10.50 The Newtonian synthesis; full study using modern notation of Principia Mathematica and the Opticks; derive Newton's laws from Kepler's observations; derive calculus from the need to mathematically describe the laws of motion and gravity Begin making windmill and waterwheel; predict the orbits of the planets using Newton's laws and a few astronomical observations; predict the eclipses of the sun by the moon at different spots of interest on the earth; repeat Newton's experiments showing that light is a system of particles, and that white light contains the spectrum Continue studies of human anatomy and embryology Continue anatomical dissection and microscopic studies; learn micro-techniques and make your own slides 8.75 10.75 Derive the calculus up to the use of simple differential equations; derive the formulas for optics and the creation of compound lenses; compare Newton's and Leibnitz' approach Continue work on windmill and waterwheel; build a Newtonian reflecting telescope; built a chromatically-corrected set of compound lenses for the telescope already constructed; make an improved microscope Continue studies of human anatomy Continue work of previous quarter
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 8.00 10.00 The rise of humanism leading to the Renaissance and the Reformation; the writings of Erasmus, Luther, and Calvin; the Council of Trent and the rise of the Jesuit order; Giordano Bruno, the philosophy of Descartes, and a review of his contemporaries Essay on the ethical implications of the Reformation; were the Protestants any less bureaucratic? mutual discussion of essays among the octets; essay on the ethical implications of the scientific method and the new philosophy The literary synthesis, Dante's Divina Comedia, Cervantes' Don Quixote, Marlowe's Dr. Faustus; the music of Monteverde and Palestrina; the art of Bosch, Leonardo da Vinci, and Michelangelo Write an epic poem about the Christian view of Hell; write a play about a modern Don Quixote; continue study of organ and harpsichord; compose and perform music in the style of Monteverde and Palestrina 8.25 10.25 Hobbes, Montaigne, and Spinoza; read Spinoza's Ethics without analyzing proofs and note how this is a huge leap over the philosophy of Descartes and is the first totally rational treatment of ethics in history Apply Spinoza's ethics to solving problems in practical ethics, politics, and religion; relate Spinoza's ethics to Christianity, Islam, and Judaism; apply Spinoza's model to formulating a model of the universe and evolution; write an essay on the meaning of Spinoza The literary synthesis continues; read critically Shakespeare's Romeo and Juliet, Othello, and Hamlet; study the music of Handel; study advanced musical theory and composition Continue study of organ and harpsichord; build a harpsichord as a group project; write a last act to Hamlet in which Hamlet lives; play the music of Handel 8.50 10.50 The philosophical contemporaries of Spinoza, Leibnitz, Locke, and Hume on improving the understanding; world history from 1000 AD to 1775 Essay on the hostility to Spinoza; an ethical analysis of the lives of Spinoza and Leibnitz; essay on why Europe embraced the scientific method and modern philosophy while the rest of the world did not Spinoza's ethics, Christianity, Judaism, and respect for human rights; the rise of democratic ideology; Islam becomes totally entropic; conservative belief systems in the rest of the world; European predation Group project to perform St. Matthew or St. John Passion of Bach; all learn to play the Musical Offering, the Art of the Fugue, in an octet; each octet does its own orchestration for the Art of the Fugue 8.75 10.75 Human rights and 18th century philosophy; Voltaire, Rousseau, Diderot, and the Encyclopedists; the American Revolution; the philosophy and writings of Thomas Jefferson, the social contract, and the Federalist Papers Essay on Rousseau and irrationalism; essay on the libertarian ideal and the democratic compromise; essay on the U.S. founding fathers allowing slavery to continue--was losing the revolution and hanging a better alternative? Write scenario on what would have happened if there had not been tolerance of slavery The artistic synthesis continues; further study of the Art of the Fugue and the music of Mozart; the pessimistic writings of Jonathan Swift, a tragic interpretation of the democratic experiment Compose and perform a conclusion to the Art of the Fugue; perform as a group project one Mozart opera of students' choice
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 9.00 11.00 Begin advanced calculus and partial differential equations; detailed study of the work of Lagrange and Euler, the calculus of variations from Newton to Lagrange, elementary probability theory from Pascal to Cauchy and LaPlace; applications in optics, astronomy, theory of heat Begin construction of simple steam engine, making from scratch, doing all machining of parts by treddle-driven lathes and water and windmill power; check the detailed mathematical models against astronomical observations Conclusion of the study of human anatomy and embryology Conclusion of dissections and microscopic observations; the general functioning of the human body has been observed 9.25 11.25 Continue work of previous quarter; detailed theory of steam engine, the work of Lavoisier, Priestley, and Dalton Continue above project, switching to electrical machinery; do early experiments in electricity by Gauss, Coulomb, Amp^ere, and Volta; the atomic model of chemistry and experiments Begin study of animal physiology and describe biochemistry through mid 19th century; repeat experiments of Helmholtz in biophysics Experiments in basic physiology showing how human body consumes oxygen and produces carbon dioxide; human body as a heat engine 9.50 11.50 Continue work in chemistry; the work of LaPlace and Carnot, the laws of thermodynamics, the experiments of Faraday; advanced studies in partial differential equations; wave mechanics in optics; begin study of the works of Gauss Continue chemistry experiments; finish work on steam engine; test efficiency using Carnot's concepts; begin repeating the experiments of Faraday and empirically derive the basic laws of electricity and magnetism, including Ohm's law Animal physiology and biochemistry continued; the work and life of Pasteur Experiments in animal physiology and biochemistry continued 9.75 11.75 Maxwell's work on the wave theory of light and the derivation of Maxwell's equations and their applications; continue study of Gauss' mathematics and physics Electromagnetic motors and generators, construction of batteries, transmission of electromagnetic waves, early work of Tesla, the telegraph and the wireless constructed A course in botany and plant physiology; begin experiments in plant genetics after Gregor Mendel Study and dissection of major plant species; field studies, microscopic dissection, plant breeding per Gregor Mendel
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 9.00 11.00 Detailed analysis of the American and French Revolutions; detailed analysis of the writings of Jefferson and his correspondence; comparisons between Jefferson, Washington, and Napoleon; how Napoleon betrayed the French Revolution in the pursuit of personal power; how the U.S. government betrayed the Libertarian ethic Write essays comparing the ethical course of the American and French Revolution; relate the ethics of Spinoza to these revolutions; relate to evolutionary ethics and show where they went wrong Artistic synthesis in the early work of Goethe and the music of Beethoven; ethical synthesis in the philosophy of Lessing, Goethe, and Moses Mendelssohn and their interpretations of Spinoza Reorchestrate and perform Beethoven's Grosse Fugue for octet; read Goethe's prophetic poetry; write a sequel to the Sorcerer's Apprentice 9.25 11.25 The philosophy of Kant, biography, The Critique of Pure Reason and The Critique of Practical Reason; compare to Spinoza; Kant's cosmology compared to LaPlace; explain Catholic hostility Write essays on the scientific and ethical implications of Kant's philosophy; analyze in terms of the evolutionary ethic Artistic synthesis continued in the work of Goethe and Beethoven; Goethe's Sorcerer's Apprentice and pessimism, the romantic hope and self-delusion Produce as a group project Goethe's Faust and performance of Beethoven's Ninth Symphony for several octets 9.50 11.50 The philosophy of Hegel--how he could be so wrong and so influential; Hegel and the misinterpretation of Spinoza; Hegel's theory of history and ethics; Hegel as the father of Marxism and Naziism; de Tocqueville as a visionary and prophetic historian Essay explaining Hegel's influence through present times; a comparison of Spinoza and Hegel--how could Hegel so misunderstand Spinoza and deceive himself and others? Why was de Tocqueville so accurate in his predictions? The romantic poets, Byron, Shelley, and Wordsworth; the art of Watteau, Houdon, David, and Degas; the music of Berlioz and Liszt; Wagner as the musical equivalent of Hegel Write epic poetry on a hopeful future from a romantic perspective; do a musical satire on a Wagner opera; paint a heroic romantic painting 9.75 11.75 A history of the world from 1775 to 1910; development of major ideas and philosophies, with particular attention to USA, Britain, France, Germany, Japan, and Russia; basic economics from Adam Smith to Marx and Engels An essay explaining the Newtonian model and its influence on the intellectual history of the world; why Islam, India, and China were so far behind, why Japan was able to catch up An ethical analysis of European and American imperialism; libertarian and socialistic ethics; the ethical turmoil of the age of liberty and social obligation; read War and Peace by Tolstoy; the paintings of Turner and the Impressionists Read and analyze Pushkin, Melville, Dickens, Hugo, Balzac, Dostoyevski, Tolstoy, George Eliot; study the music of Mahler and perform Das Lied von der Erde
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 10.00 12.00 Gauss' mathematics and physics continued; general thermodynamics, the work of Boltzman Clausius and Gibbs, Maxwell's demon, the inventions of Edison and Tesla; the work of Mendeleev and the beginning of organic chemistry; probability theory as understood by Gauss and Galton Construction of AC generators and regulators, simple radios, light bulbs, and recording devices; begin design and construction of simple internal combustion engine; experiments in organic chemistry and synthesis of organic compounds The life and work of Charles Darwin and Wallace, the evolution of evolutionary ideas, the theory of natural selection, and the three laws of thermodynamics; the work of Pasteur continued Each student gathers evidence for and against Darwinian evolution, taking into account basic genetic knowledge and probability 10.25 12.25 Non-Euclidean geometry and statistical mechanics; introduction to systematic probability theory and statistics; continue work in thermodynamics and organic chemistry; the work of W.R. Hamilton and Henri Poincare is studied Continue work of previous quarter; construct interferometers and repeat the Michelson/Morley experiments; repeat experiments of Planck to derive Planck's constant; develop and derive the special theory of relativity; begin construction of automobile; continue internal combustion engine project Neo-Darwinian theories of evolution and evolutionary genetics up to R.A. Fisher's The Genetical Theory of Evolution; explain disease and parasites in evolution Do genetic experiments with fruit flies and molds, giving evidence for and against neo-Darwinism, theories of evolution, bacteriology; systematic study and laboratory work 10.50 12.50 The physics of the 20th century, including the General Theory of Relativity up to the discovery of quantum mechanics, is presented as a year course in modern physics (with an advanced calculus prerequisite) as it might have been given at Harvard, Cambridge, or Gottingen in 1925; physical and organic chemistry, also a year survey course; finish study of Henri Poincare Continue work on automobile; repeat experiments leading up to Bohr atom; handmade basic tubes for radio and oscilloscope; construct a more advanced radio and oscilloscope using tubes; make photocells, synthesize organic compounds Introduction to cell biochemistry and advanced genetics; begin chromatography and electrophoresis for separating common biochemical constituents of mammals The chemical structure of the constituents of life; isolating nucleic acids and proteins, determining their properties through chemical and spectrographic analysis; create genetic mosaics 10.75 12.75 Continuation of previous quarter; relate physical chemistry and organic chemistry to biochemistry; theory of x-ray machines and electron microscopes Continuation of previous quarter; finish automobile; study of x-ray machines and electron microscopes; organic chemistry laboratory; motion pictures Continuation of previous quarter; introduction to x-ray crystallography and electron microscopy for the study of large molecules and viruses Continuation of previous quarter; use of x-ray crystallography to determine chemical structure; electron microscopy of viruses and large molecules
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 10.00 12.00 The theories of Marx and Engels in detail, Das Kapital and the Dialectics of Nature; the ideas of August LeComte and social science in general; the psychology of William James Critical essay on Marxism and dialectic materialism; what is wrong and what is right about theory, what is the scientific evidence for and against the theory; why is social science so full of nonsense? Ethical analysis of Marxist philosophy and ethics; how and why Marxism violates the evolutionary ethic; read The Brothers Karamazov by Dostoyevsky The music of Arnold Schoenberg, the plays of Frank Wedekind, the early paintings of Picasso and the Cubists; the opera Lulu by Alban Berg is performed 10.25 12.25 The philosophy of Nietzsche and Spencer; evolutionary ethics as propounded by Spencer; ethical Darwinism, an introduction to the life and ideas of Sigmund Freud, the rise of racist fascism in Europe Essay comparing the neo-Darwinian ethics with Marxism; the incipient Lamarckianism in Marxism compared to its ethics; essay on European racism and fascism growing out of social Darwinism Ethical analysis of neo-Darwinian philosophy and of social Darwinism; how and why social Darwinism and fascism violate the evolutionary ethic; Freud as a Newtonian psychologist looking for mechanistic explanations which may not exist; ethical implications of the unconscious The music of Richard Strauss, Ein Heldenleben, Also Sprach Zarathustra, and the opera Elektra; Man and Superman by G.B. Shaw is also performed 10.50 12.50 World history from 1910 to 1925; the basic writings of Lenin and a study of his life; World War I and the Russian Revolution, the world fear of communism, Leon Trotsky as an idealized communist; Freud's later works Essay on the origins and consequences of World War I; essay on the origins and consequences of communism in Russia; essay on how the brilliant, ethical Trotsky went wrong and helped create a Frankenstein An ethical analysis of how the Soviet Union betrayed its own revolution and turned into a monster; how the centralization of power makes corruption inevitable; read Darkness at Noon by Koestler and Animal Farm by Orwell The music of Prokofiev and Shostakovich; the films of Sergei Eisenstein, including Ivan the Terrible; perform the Shostakovich opera Lady Macbeth of Murmansk and Mussorgsky's Boris Gudenov 10.75 12.75 World history 1925 to 1939; the basic writings of Mussolini, Hitler, fascism, Stalin, and Soviet communism; a study of Hitler and Stalin as complementary personalities who changed history; early works of Pavlov and Jung Essay comparing the conflicting ideologies and economic factors leading to World War II; what could have been done to prevent World War II; why the United States was so immune to both communism and fascism An ethical anlysis of how capitalistic greed and the political cowardice and vindictiveness of the European democracies made World War II inevitable; Read Winds of War by Wouk The music of Stravinsky, the early art of Dali, the films of Chaplin, Bu_nuel, Lang, and Pabst, plus Academy Award winners; perform Hindemith's opera Mathis der Mahler and Brecht's Mahagonny
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 11.00 13.00 Continuation of previous quarter; begin to focus chemical studies on biochemical processes and molecules; theory of ultracentrifuges and mass spectrographs Continuation of previous quarter; begin construction of small airplane and learn to fly it; begin design and construct black & white television set; continue experiments in atomic and nuclear physics; study of ultracentrifuges and mass spectrographs Continuation of previous quarter; use of mass spectrograph and ultracentrifuge Continuation of previous quarter; use of advanced techniques to determine gross structure of RNA, DNA, and proteins 11.25 13.25 Continuation of previous quarter; begin an introduction to quantum mechanics and how it explained and enabled us to predict and control the facts that were causing paradoxes; study Pauling's work on the chemical bond Finish small airplane; complete construction of black & white TV set; begin practice flying airplane; experiment with microwaves; build simple radar transmitters and receivers Continue work of previous quarter; analysis of biochemical molecules and their reactions Continue work of previous quarter; experimental physiological chemistry 11.50 13.50 The formal study of quantum mechanics continued; work of Bohr, de Broglie, Schroedinger, Heisenberg, and Bohm; critical experiments analyzed; Von Neumann's formalization of quantum mechanics into operators in Hilbert space; the predictive power of quantum mechanics; advanced theory of probability and statistics Perform experiments to show that photons, electrons, and other quantum entities are both waves and particles; construct transistor, laser, and hologram; begin design and construction of color TV; begin design and construction of analog and digital computers Biochemical analysis of DNA and RNA; how their structure was derived and how heredity and biological information is encoded in these molecules; relate to Pauling's work on the chemical bond Biochemical isolation of DNA and RNA; preparing crystals for x-ray diffraction, determine their structure with exactitude; determine exact structure of insulin molecule 11.75 13.75 Continuation of previous works; Einstein's objections to quantum mechanics, including the EPRB paradox, and how these objections were resolved; quantum mechanics and chemistry Continuation of previous experiments and constructions; experiments in superfluidity and superconductivity as macro quantum events Molecular biology of the gene; how to read the genetic code; quantum processes in DNA Experiments in gene splicing and working with recombinant DNA in bacteria; genetically engineered bacteria to produce human interferon
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 11.00 13.00 World history 1939 to 1949; the later theories of C.G. Jung and I. Pavlov; the philosophy of existentialism Write essay on the role of the United States in World War II and how it erred in its ethical obligations and thereby lost the peace; write essay on what the world and the United States would be like if the United States and England had united to prevent other nations from acquiring nuclear weapons An ethical analysis of the factors leading to WWII and how democratic ideology is used to combat communism; the communist views of democratic capitalism, the democratic view of totalitarian communism; Read War and Remembrance by Wouk Nazi films of Leni Riefenstahl; a study of Citizen Kane; students write script, score, produce, and direct film of their own as group project using TV camera; study films of the Holocaust and World War II 11.25 13.25 The basic writings of Jean Paul Sartre, Camus and other modern existentialists; the philosophy of Teilhard de Chardin; an introduction to behaviorism starting with work of Watson Write essay and contrast the ethical consequences of existential pessimism with evolutionary optimism, analyzing the social implications of a society that produces both; do simple conditioning experiments with rats Ethical analysis of existentialism as the national philosophy of France and how that led to French defeat and collaboration in WWII; the creativity of the French The films of Jean Renoir, Cocteau, and Clement; the music of "Les Six"; the paintings of Matisse and late Picasso; make a film in the French style 11.50 13.50 The writings of B.F. Skinner on behaviorism; study of the school of behavior therapy; animal and human comparisons; compare to the psychotherapy schools spun off from Freud Conditioning experiments with rats, cats, and dogs; biofeedback experiments with humans; use of conditioning to break bad habits, compulsions, and phobias Ethical analysis of the implications of behaviorism; show how this is a classical model of a quantum process; show how ethics can overcome conditioning and how ethics can also be destroyed by conditioning Study of psychological films from Spellbound, 7th Veil, and The Cobweb to A Clockwork Orange and The Prisoner; as a group project make a B&W film satire of Walden II 11.75 13.75 A survey of 20th century philosophy after Bertrand Russell; start with G.E. Moore's writings on ethics; study Tractactus Logicus Philosophicus and Wittgenstein's Philosophical Investigations, Schlick's and Hare's work on ethics, Russell's analysis of matter and analysis of mind, Schroedinger's What Is Life?, The Vienna Circle, and Logical Positivism Write essay on the relationship between science and the school of rational analysis; write essay on how the academic study of ethics is becoming trivial and unscientific; how can ethics be made scientific, why has no one taken the lead of Spinoza and continued working toward a rational scientific ethics? Ethical implications of quantum mechanics for human behavior; relationship between determinism and free will; chance and necessity in evolution and human choice; read Chance and Necessity by Monod Study the paintings of Dali and other surrealists; study Dali's films with Bu_nuel and Bu_nuel's later films; make a film as group project on expressing surrealism and ethics
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 12.00 14.00 A one-year synthetic study in cosmology uniting field theory, particle physics, and the Big Bang theory; show the evolution of matter, space, and time from the instant of the Big Bang to the present; discuss alternative explanation such as the steady-state theory Astronomical observations of astrophysics, quasars, and possible black holes; the different types of galaxies are observed; the red shift and radio astronomy are studied and observed; results of experiments in high-energy particle physics are analyzed A year study of chemical evolution after Blum, Calvin, and Manfred Eigen; show possible deterministic origins for DNA and protein and how autopoiesis might start as a quantum process; relate information and entropy, information theory and thermodynamics Laboratory simulations of chemical evolution leading to protein and DNA through many different pathways; show how RNA encodes information to DNA 12.25 14.25 Continuation of previous quarter Continuation of previous quarter Continuation of previous quarter Continuation of previous quarter 12.50 14.50 Continuation of previous two quarters Continuation of previous two quarters Continuation of previous two quarters Continuation of previous two quarters 12.75 14.75 Continuation of previous three quarters; the latest cosmological models of Guth, Hawking, and Hoyle; their successors Continuation of previous three quarters; observation of possible primordial strings as indicated by large gravitational lenses Continuation of previous three quarters; trace a possible pathway to RNA, protein, DNA, cells Continuation of previous three quarters; try creating simple proteins that when combined with RNA produce DNA in autopoiesis with the protein
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 12.00 14.00 A survey of the leading theories of psychotherapy and humanistic and transpersonal psychology during the 20th century; show that they are transitory fads which almost never last and that they do not have a scientific base even though they produce millions of true believers An analysis and essay on psychofraud as a human phenomenon; why will persons resist scientific explanation to behavior? why are clearly untrue fads with no scientific basis so popular? an essay on the human potential movement The psychology of self-deception and its relationship to ethics; why is it possible to virtually eliminate self-deception from physical and biological science but not from social science? The art of self-deception and quantum vision, the drawings of M.C. Escher, self-reference based drawings and paintings; study of the films of Stanley Kubrick, particularly 2001 and A Clockwork Orange 12.25 14.25 A survey of late 20th century economics beginning with Keynes' General Theory, covering the ideas of Paul Samuelson and Milton Friedman; supply-side economics and non-zero sum games; the economics of creativity Essay on the inability of the leading economists to deal with creativity as the central factor in economic growth; the ethical obligations of the rich toward the poor The economic implications of evolutionary ethics; the ethical implications of genetic engineering and eternal life; is it ever wrong to share knowledge? is it ever right to impede the flow of knowledge? The music of Penderecki as a manifestation of 20th century entropy and ethical obligation; performance of Penderecki's Dies Irae and The Devils of Loudon and Requiem 12.50 14.50 A world history from 1950 to the present showing that no combination of socialism or capitalism is likely to work; show that Islam and all other societies alienated from western civilization are evolutionary deadends; the need for an alternative Write essay showing how in their structure and in their actions both socialism and capitalism repeatedly violate the evolutionary ethic; essay on an alternative political socio-economic system to both capitalism and/or socialism Art as a medium of protest; read Koestler, Pasternak, and Solzhenitsyn; read the latter's criticisms of the West; read the anticapitalistic writings from Clifford Odets to Arthur Miller's Death of a Salesman and The Crucible Study the films of Costas Gavras as indictments of both socialism and capitalism; Z, The Confession, State of Siege, Apocalypse Now, and The Godfather series; begin a TV film as a group project expressing hope in the midst of an entropic world order 12.75 14.75 An introduction to a general theory of evolution unifying ethics, evolutionary theory and science; show the place for mysticism in the scheme of things and how mysticism inadequately balanced by science always leads to self-delusion; develop a thermodynamic, information-theoretic model of evolution and creativity Write essay showing how to implement the general theory of evolution and the evolutionary ethic as an alternative socio-economic and political system on any scale in any country; take into account practical constraints; do a mathematical prediction of possible futures for evolution and creativity Study the recent writings of ethical Christians within and without the Catholic church; see how Christianity and Judaism are evolving a more humanistic ethic more in harmony with the evolutionary ethic; relate to other major religions Finish the film; write an essay on how persons who practice the evolutionary ethic can best communicate with adherents of each of the major religions, using art and common ethical values
Physical Biological Avg. Level Avg. Age Physical Theory Physical Practice Biological Theory Biological Practice 13.00 15.00 Seminar on cosmology covering latest findings, theories, and alternative ideas, usually will cover the most important findings and breakthroughs of the last year; unify field theory, quantum mechanics, particle physics, and astronomy Observations and computer simulations of cosmological models; derivation of original models Seminar on genetic engineering and recombinant DNA; latest findings, ideas and theories Experiments in engineering new life forms and correcting genetic defects in mammals 13.25 15.25 Seminar on chemical evolution leading to living cells; latest findings, theories, and ideas; how can autopoiesis be induced at the precellular level? Experimental attempts to recreate the chemical evolution that led to the first cells in the laboratory; any form of chemical autopoiesis will be evaluated Seminar on brain physiology and function; how the brain contributes to our intelligence and our mind; the brain as a classical device and the brain as a quantum device are emphasized Experiments in understanding and enhancing brain function; life-style and the brain; EEG and brain physiology during autopoiesis 13.50 15.50 Seminar on the latest findings and discoveries in solid-state electronic devices, memory chips, microprocessors, pico-circuits, etc.; discuss performance, manufacturing techniques, and areas for new research; solid-state physics and chemistry appropriate to these devices Laboratory and experiments on how to create micro- and pico-circuits; developing the crystals and modifying them; design and construction of advanced computers Seminar on human health; how to prevent and cure diseases; focus on viral infections, degenerative diseases, and the aging process Laboratory and clinic on preventive medicine and health maintenance for maximization of creativity 13.75 15.75 Seminar on latest discoveries in macro quantum physics, lasers, holography, super-conductivity; developments of other important technologies like quantum computers, artificial intelligence, and any technological breakthrough in any field; also, extensions of EPR and nonlocal interactions Laboratory and experiments with important new technologies and processes covered in or related to the accompanying seminar; quantum technologies and advanced energy systems are experimentally treated Seminar on the latest findings in biological evolutionary theory, particularly scientifically plausible deviations from orthodox Darwinian paleontology, genetic distance, and other findings relevant to evolutionary biology Laboratory and field studies in paleontology, evolutionary genetics, and computer modelings of the evolutionary process, particularly relating to rates of evolution, punctuated equilibrium, and quantum evolutionary processes in evolution
Psychosocial Integration Avg. Level Avg. Age Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice 13.00 15.00 Seminars in evolutionary ethics and the general theory of evolution as an integrating theory in the social sciences; correct theory where it seems wrong and extend where it seems right; test the theory entirely by its ability to predict Use the general theory of evolution to integrate the social sciences and other sciences when possible into a unified whole using mathematical models and emphasizing information theory and thermodynamics Seminar on the latest developments in art which express a synthesis of ethics, humanities, and technology Experimental creation of films, study of original films and their techniques; other techniques that integrate ethics, humanities, art, and technology 13.25 15.25 Seminar on human creativity and how to maximize it; show relationship between ethics and intelligence and how to maximize their interactions; study the interaction of ethics, science, technology, mysticism, and human organization; show both negative and positive findings Experiments in how to maximize creativity f