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



Psychosocial
Integration
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 for different persons in different environments; test the limits of what can be done for persons driven by fear who have not been able to make a commitment to the evolutionary ethic; test to see what can be done environmentally to maximize intelligence for those who are committed Seminars on musical theory and composition; development of notation and expressive media for dance and opera; discuss latest work with high ethical content Original composition of music, dance, and opera; performances of new works and interactions with latest technologies
13.50 15.50 Seminar on the economics of creativity and how best to organize the creative economic output of individuals; compare to other work in economics and the latest findings in these fields; test and improve the theory of creative transformation, octet formation, and autopoiesis Laboratories in alternative forms of human organization for maximizing economically relevant creativity; kinds and numbers of persons and how best to communicate and assure creative feedback; are there creative alternatives to self-screening and selection into octets? Seminars on the latest developments in the plastic arts, drawing, painting, sculpture, carving, ceramics; new forms, styles, and techniques are discussed; emphasis is on art with an ethical content Workshops in the plastic arts; individual and group projects in any combination of plastic arts
13.75 15.75 Seminar on the prediction of historical and social events using the general theory of evolution and other techniques that made correct predictions in the past Laboratory on how to organize octets into larger systems without losing creative output; how to delegate power within systems of octets without producing corruption and a loss of liberty; experimental techniques for predicting social changes and the future Seminar on world literature and philosophy, what is being expressed and how, how it relates to the general theory of evolution, what can be incorporated into the general theory, and what is detrimental to its development Critical readings and group discussions of important literary, philosophical, and religious writings; write alternatives to rejected ideas

THE FIRST DAY OF SCHOOL AT SEE

(The balance of this essay is written jointly with Gabriela and Salvador Espinosa, both of whom have operated a SEE school for very young children)

During the first day of school, children will follow, as elected by the child, aspects of the following program according to their individual abilities and interests. The following program will be easy to follow by most mature five to six year olds. Younger children, over three years of age, will have the program individually tailored and adjusted to their own elections, interests and abilities. Children under three or over six are not accepted in this program.

7:00 AM- 8:00 AM: Parents Leave Their Children with at least one of their smiling, loving home room teachers. Parents receive a receipt signed by one of the teachers. They return the receipt when they pick up the child or sign a form to this effect.

No one, except the parent, can pick-up the child without a signed letter from the parent authorizing them to pick-up the child. At least one of the home room teachers will be responsible for the child at all times until the child is properly picked-up.

The child should have had a good breakfast before being dropped off. All the children will wear an identification badge or bracelet, provided each day by SEE, with the child's name, address, phone number, and parents' names and their alternate phone numbers.

After the child has been turned over to one of his home room teachers, the child engages in elective supervised play in a clean, orderly environment with colorful, happy illustrations on the walls. Soft music appropriate for young children is playing. In the center of the general purpose room there are cushions and quilts in a circle and materials for developing fine coordination, such as three dimensional puzzles, drawing materials, cutting and pasting materials, illustrated children's books, table games, mechanical toys and dolls. The children continue here until 8:00 AM.

Note: The first day of school is difficult for the younger children; it may be the first time that they are separated from their parents. These children usually cry a lot and they feel sad and afraid.

Teachers must be very patient, understanding, and loving toward these children, approaching them slowly and carefully and showing affection toward the child, if the child permits it. Children who reject this approach should be respected and allowed to cry. But the teacher must continue to slowly and carefully gain the trust of the child with great patience, comforting words and gestures, and much love, until the child allows him or herself to be treated with love and affection.

Children who continue to cry during the day can come the next days during the first part of the morning sessions or in the afternoons solely, thereby giving the child the necessary time to become integrated into the school. Parents may remain with the children until 8:00 AM, if they wish it, and the children need it. But it is better that parents allow the teachers to begin their work without the parents. In this way the children will learn to trust and feel safe with their teachers.

8:00 AM-8:30 AM: New soft music is put on or a soft bell is sounded. The children from each home room, which shall have, no more than twelve children, and at least one male and one female teacher, form a circle around their two or more teachers, after the teachers and students gather up all toys and materials to produce an orderly environment.

The teachers place a red candle in the center of the circle, and explain to the students that the red candle is to remind us about the lesson of the day, which is about the virtue of patience. "Wait your turn and respect others with patience." Thus we light the candle and relate several personal examplesof how we, the teachers, wait our turn and show respect for others.

The children introduce themselves to each other giving their names, ages, details about their parents and siblings, tell each other about their family life, where they were born, what are their favorite toys and games, what their home is like, how they feel, what are their dreams and hopes, and what they would like to do in this new school.

When a child speaks everyone listens without interrupting; all wait their turn. We can use a bottle or a wooden object, which must be held in order for anyone to speak. When any child takes hold of this object, he or she is asked to repeat what the previous child just said.

The teachers explain to them important rules about how to treat each other and their teachers with respect, and why these rules are important for their creativity and security. The children are then shown the facilities, bathrooms, classrooms, workshops, play areas, etc. and the school limits, beyond which they should never stray. The home room, and other teachers, shall enforce these rules for all the children. Children who cannot, or will not, follow the rules will have to leave SEE, if counseling with the child and its parents by the home room teachers and the school counselor cannot remedy the situation, and help the child become more cooperative for its own welfare and safety as well as for the mutual welfare and safety of all the students at the school.

At the end of this session, we ask each child to take a small glass, with its name on it, put water into the glass, and then drink it. This is their first exercise of the "Brain Gym".

8:30 AM - 9:30 AM: The studies and all the activities of the day are integrated so that the child knows what it will be doing and why. Children who wish to follow a different path will be encouraged to do so. After consulting with the child, the home room teachers are obligated to accommodate the elections of each child and try to arrange the child's day so as to maximize the child's creativity, keeping the child in safety, and not imposing any activities on the child.

During this period the children are introduced to ethics and why we have an obligation to never do anything to harm anyone, including ourselves, why we should always try to do our best to increase our own creativity and the creativity of everyone with whom we interact. The concept of "creativity" is discussed with all the students, and they give their own opinions on the subject.

The child is introduced in very simple terms to what is creativity and what is harm. The concepts of harm and creativity are discussed by the teachers with all the children in each circle. The children are introduced to the concept of patience, and why we should always wait for our turn. They are taught how to show respect for each other, their teachers, their parents, their siblings, and everyone else.

These lessons are combined with free drawing, painting, and simple songs. The children are taught about the themes they will be studying during the day in physical, biological, psychosocial sciences, as well their integration through ethics, humanities and art. The themes of fire, water, air, earth, the human body, the school, the home, the family, our neighbors, positive and negative emotions, the sun, colors, ego, and ecology are all touched upon and integrated with the sciences, ethics, humanities, and art. This process will continue during all future days of study at SEE, except the discussions shall become more sophisticated and comprehensive.

The children sing the simple integrative song(s) they have learned. They go to the school garden or other nature area to gather twigs and sticks with which they will learn how to make simple pencils in a workshop with white and black sheets of papers, files with which to turn the twigs and sticks into pencils and styli, carbon, and powdered chalk with which they will write on the white and black papers respectively, after dipping their pencils in water.

After having discussions with the students about how to discover making pencils and drawing with the materials at hand, they will experiment with the materials and try drawing something related to what has been discussed. They will then gather the materials, clean their work areas, and recall the songs that they learned earlier. Finally they will put away their creations in their private cubby holes.

9:30 AM - 10:30 AM: The children will then go to the history section of the general purpose room. Here each child will tell its own personal history.

Videos and pictures of how children develop in their mother's womb and then grow into mature adults shall be given. Later in the year, the children will learn how to use computers and the Internet to learn on their own. The cultural and biological evolution of the human species shall be touched upon. The evolution of the family as the basic unit of evolution shall be briefly discussed. A short story about family life with grandparents, parents, and children shall be told and discussed. The concept of society as an extended family shall be discussed.

Questions and discussions with the students shall ensue about how they were born, and where; how they grew; where have they lived; with whom; what experiences and memories do they have of their own family life; when did they live these experiences? Materials will be provided to express these histories and personal experiences. They will express this as best they can, and the teachers will write a narration to accompany each individual expression.

The teachers will then explain the history of the lever and how the lever evolved from simple branches found in nature to all the complex tools of today. Videos and pictures will be shown and examples will be given with demonstrations of how we use the concept of the lever. Stories about the evolution of the lever will be told by the teachers.

The teachers will then ask the students, collectively and individually, questions about the importance of the lever and its history. The students will be given material to express this history.

10:30 AM - 11:00 AM: Snack Time. First the students wash their hands and are told about germs and why it is important to wash your hands before eating. They then take a snack break in which the students learn to prepare a healthy snack of fruit and fruit juice. The fruit juice maker will be noted as an example of the use of the lever. The students will be able to experiment with trying to extract fruit juice with and without the fruit juice maker, and see how important the lever is in this application.

The older students will learn to use dull metal knives to prepare the fruit. The younger students will work with play wooden knives. In addition to the fruit, the students will also be given whole grain crackers and nuts.

The students learn about the health benefits of different fruits. They learn about vitamin C in citrus fruits, and how fruits give us fiber and other nutrients which are important to good health.

The ethical obligation of maintaining good health will be discussed with the student. The ethical obligation of never decreasing anyone's health, including our own, is also discussed.

The students will be asked what kind of fruit and other food they most like, and what they would like to eat the next day. An effort will be made to give the students the food they most like, which is consistent with good nutrition and good health.

11:00 AM - 11:30 AM: Recess. Free play in playground or garden, with jungle-gym, sandbox, tires, toys that can be pulled and pushed, slides, swings and teeter-totters to illustrate the use of the lever.

11:30 AM - 12 Noon: Story time. Stories for the students, according to their interests, about the origin of the universe and the evolution of the elements in the stars; about the family; the seasons; the sun; prehistory and paleolithic events; fantasies illustrating the concepts of cause and effect; and science vignettes. After listening to the stories the students wash their hands and are told again why it is always important to wash their hands before eating. The ethics of cleanliness is discussed.

12 Noon - 12:30 PM: The students are served a prepared healthy lunch with salad, cereal, whole grain breads, vegetables, fruit, vegetable juice, and/water. Each student gets his toothbrush from his cubby hole and is encouraged to brush his teeth, with help, if necessary.

Biological Orientations Begin

12:30 PM - 1:00 PM: Play Centers. Make a circle and do a moment of silence and calm. Choose a place to be silent and calm in the circle or in the general purpose room. Pay attention to what can be heard outside, inside the school, inside the general purpose room, inside your own body. Exchange comments on what was heard - an airplane, a car, laughter, voices, your breathing, your own heart, your stomach grumbling, etc.

Each child shares with the rest what they would like to do in the play centers. The teachers take notes on what each child expresses, to help the children integrate their play with the lessons of the day, and show the child how their play contributes to or detracts from their creativity.

1:00 PM - 2:00 PM: Free play. They play at whatever they wish without interruptions, but under the close supervision of their teachers, who will keep notes on the activities of the students, and later use them for optimizing the student's individualized curriculum, such that the student's creativity shall be maximized. The teachers should never, unnecessarily interfere with the child's voluntary play. The only interruption which is permitted is that which is necessary to protect the safety of the student, or the other children. If the children are willing, and it seems appropriate, the teachers may participate in the play of the children. The following play centers will be available to the students.

Water Play: Body sensations within the cold or warm water; care with rapid changes when they are wet; no touching of electrical appliances or cables when the body is wet; care of not breathing in water while in the pool or other water facility; benefits of drinking a lot of water; benefits of bathing or showering every day.

Sandbox Play: Covering different parts of the body with sand; care of not getting sand in eyes, ears, nose, or mouth; making holes, tunnels and sand castles.

Outside Play: Use of the body with different movements; lying down, dragging the body, crawling, sitting, kneeling, walking, running, jumping, vaulting, dancing, and other movements; care with not falling or causing others to fall, as form of protecting our creativity and that of others.

Reading Center: Illustrated books and encyclopedias about the human body and its care.

House or Store Play: Nutrition for the body; cooking in the play kitchen; gathering nutritious food in the play store; what does my body need; what do I need to eat; resting in the play bedroom; why do we need to rest; cleaning the store, house, and bath rooms; washing food before eating; silence and the need for sleep; personal hygiene; care of our clothes.

Costumes and Make-up Play: Make-up for different parts of the face; importance of cleanliness and not getting make-up in the eyes or mouth; costumes for different parts of the body; cleaning face, teeth, ears, nose, etc.

2:00 PM - 2:30 PM: Meeting with other play and study groups. Each group has at least two students, but not more than twelve students. Cleaning and ordering the general purpose and dining rooms is done. Each group shares its experiences with the other groups. Discussion of discoveries, ideas, and insights.

2:30 PM - 3:00 PM: Snack break with healthy food. Raw vegetables, whole grain bread, vegetable juice, pure water - discussion while eating about the healthy way to eat, and our ethical obligation to maintain our health in order to become maximally creative.

3:00 PM - 4:00 PM: Rest time. On comfortable mattresses with quilted covers, the students take naps or remain quiet and calm, while listening to soft soothing music, cradle songs by the teachers, and are generally communicated love and affection by the teachers.

Students who cannot sleep or are restless can discuss the activities of the day among themselves or with their teachers, or go to see an appropriate children's film or video covering the concepts of cause and effect, body care, the lever, and other themes from the day. Speculations about changing the history of the world, and our own personal history. Discussions about patience, school, home life, body care, nutrition, simple songs, drawing, plastic arts, and the virtues of simple silence and rest.

4:00 PM - 5:00 PM Sports and Other Physical Activity. Cooperative Sports emphasizing cooperation between students rather than competition. Emphasis on personal improvement in whatever we do rather than being better than someone else. Activities are chosen by individual students. Activities include martial arts, nature walks, bicycle rides, team and individual sports such as basketball with light ball, softball, soccer, skating, gymnastics, swimming, relay races, etc.

5:00 PM - 5:30 PM: Plastic Arts. Various plastic arts tables are set up for drawing with pencils, thick crayons, and water colors and brushes. Also tables for cutting and pasting patterns, clay modeling, and other plastic arts. Children exchange art works as their parents come to pick them up.

5:30 PM - 6:30 PM Children who wish it continue to work on plastic art projects of their choosing or engage in supervised free play of their choosing, while waiting to be picked up by their parents. All children must be picked-up no later than 6:30 PM.

Parents are given home work and asked to give their children various photographs of their family to be brought to school the next day and used to relate their personal history. Children may also bring their personal tricycle or bicycle the next day.

THE SECOND DAY OF SCHOOL

7:00 AM - 8:00 AM: Children enter the all purpose room and find the same environment as on the first day. Their identification bracelets are put on their wrists or they may choose an identification badge that they may decorate as they wish with thick crayons. They engage in play of their choice until the beginning of the first period at 8:00 AM.

8:00 AM - 8:30 AM: With the music or bell of the previous day, the children sit in their morning circle, and the red candle, symbolizing patience, is lit. There is a collective discussion of how successful the children were in waiting their turn, and their complaints about the children who did not wait their turn. We discuss on how better to treat one another with patience and respect. The dynamics of the discussion circle are discussed.

Afterwards the children are asked to listen in silence to the music CALVERIA RUSTICANA of Pietro Mascagni. At the same time they will try to locate appropriate art work on the walls.

They will then try to imagine a story associated with the music and try to draw an appropriate artistic expression of that story. When they finish the expression of the story they will listen to the music once more. The next day they will discuss their art works and stories. Later in the week they will be told the story of the music of CALVERIA RUSTICANA, and eventually they will be shown the entire opera on video.

Note: This work serves to concentrate the attention of the students. More will be said of this later.

8:30 AM - 9:30 AM: We continue with the lessons in physical science of the previous day on cause and effect and the history and use of the lever. If the weather permits and the children are willing we go outside into the garden and begin making a compost pile for our organic garden, all the time illustrating the use of the lever.

The children put on gardening smocks and get, for their personal use, small shovels as well as larger shovels; potting soil; natural fertilizer; leaves; hay; green plants; kitchen waste; and water. If the garden is large, the compost pile may be made in bins or large wooden boxes.

The children will place in their compost piles first a layer of soil, then a layer of fertilizer, then the green vegetation, then they wet it all down with plenty of water. In placing the subsequent layers, they are asked to do it alternately with the shorter or the longer shovels, or with their hands. We ask them if they can tell the difference? How does the principle of the lever help us move the material for the compost pile?

Explain to the children how a shovel is an example of a simple lever, and how it helps us do heavy work. Ask the children to give other examples of levers and how they help us.

After wetting down the compost piles we cover them with dark plastic to keep in the heat. We tell the children about how important it is to keep turning over the compost piles at least once per week, and how useful it is to have a shovel with which to do this.

The children now wash their hands, brush their nails with soap and a proper nail brush, and when they are clean they form a new circle. The children are then told a story about cause and effect. Examples of these stories are:

a) A real story about the cause of impatience and not waiting your turn on the health and emotional well-being of other children, and how this decreases their creativity.

b) Or a story about how being patient and waiting your turn helps produce positive emotions in others and helps us produce harmony, good communication, gratitude, love and maximize both our creativity and that of others.

c) Stories about fantasies from Walt Disney or Hans Christian Anderson which involve cause and effect relationships, clearly showing the relationships of the causes to their effects.

d) Science fiction stories about space travel which involves cause and effect relationships.

We always try to emphasize that everything we do is a cause for an effect: everything we think, feel, say, or do always has an effect on us, others, or the world at large. It is always important that we pay attention to what we are doing, saying, thinking, or feeling in order not to hurt others or yourself. Why we must be careful and treat others and ourselves with respect.

9:30 AM - 10:30 AM: Mathematics and Biology. We take the children to the mathematics center which has been prepared by the teachers to help the students observe, investigate, and/or play with the following concepts: the pink tower of Maria Montessori, the big and small of toy vehicles and dolls, plasticine of various colors, mathematical drawing books using thick crayons, posters of the human body of adults and children, images and photographs of the human body and of small and large objects, illustrated story books about the human body and small and large objects, puzzles and toys about the human body allowing comparisons between large and small objects, a large mirror.

The students have at least 15 minutes to explore freely all the previously mentioned materials. Then the teachers will invite the children to participate in several exercises to more fully understand the materials. For example: how to use the Montessori tower; how to order the toy vehicles and dolls by increasing size; make small and large spheres with the plasticine and order them by size, color, and geometry; seek out the largest and smallest objects in the classroom; imagine a small, a large, and a medium sized set of objects that are not here, draw the objects in your notebook with crayons; observe the posters and images of the human body then look at yourself in the mirror; which parts of your body are the largest, which are the smallest, which are the same size as other parts of your body; how are the different parts of the students' bodies becoming larger?

At the end of each time exercise each student will work on the three times of Maria Montessori:is this large, medium, or small, which is largest, smallest, or medium; point out the smallest, largest, and medium objects; which is this particular object?

The children then go to wash their hands and go on to their snack.

10:30 AM - 11:00 AM: Snack Time. The same as the snack process of the first day of school.

11:00 AM - 11:30 AM: Recess. The same as the day before, emphasizing the concepts of large and small during play, for example, look at how large you seem on the jungle gym, look at how small your smallest friend is, etc.

11:30 AM - 12 Noon: Story Time. The children wash their hands and come into the classroom. They find many stories about fantasies, space travel, voyages around the world, poetry, literature, fables, story books solely with illustration and no words, etc.

The children lie down or sit on the cushions and quilts where they can cover themselves, if they wish. Here they will read and observe the stories that are read to them.

The teachers come close to the students to ask them what they think the stories are about, and if they can repeat the story to the teacher. The teacher should allow the student to tell the story in his or her own way, without correcting the student. Later the teachers can tell the story as it actually is to the students, and ask the students: Which story do you like most, the one you told me or the one I told you? Tell the student that both stories are fine. Help the student feel secure in their imagination and their intuition.

12:00 Noon - 12:30 PM: Lunch. A healthy lunch as in the previous day after washing hands and going over the need for good hygiene in order to maintain good health, and become maximally creative in our own life, without ever decreasing the creativity of another.

Psychosocial Learning Centers

12:30 PM - 1:00 PM: Exercise of Silence. We are going to make a lot of noise with our hands by clapping, with our feet by stomping on the floor, with our voices by yelling, etc. When you hear the drum or the bell we must become absolutely silent. You should hear nothing but the silence.

The silent period should be longer than the noise period so that the children may relax and learn that silence can bring us interior peace. We then ask the students: What do you feel when there is a lot of noise? What do you feel when you listen to the silence? When do you feel best?

We then discuss with the students the concepts of planning and projection.

1:00 PM - 1:30 PM: Free, spontaneous play for the children as in the previous day, where the children are observed, but not interfered with, except for the sake of their safety.

1:30 PM - 2:30 PM: Key Experience, How to communicate, The exchange of information. The children form themselves into study groups of their choosing with at least two students, but not more than twelve students. If the children choose to change groups they give their reasons for doing so to the other students. We will eventually discuss with the students how well they learn in different groups of different sizes. The children then go to their personally and collectively chosen study centers. The study centers are as follows:

ART: drawing with crayons, chalk, thick pens, pencils, etc. to communicate an idea or a feeling to others; painting with small brushes and water colors; sculpting with clay, play dough, and plasticine;the children exchange their art works and discuss them with one another.

MUSIC: the children make music, as best they can, with play instruments at hand; or they choose a song to sing to communicate something important to others; they explain the meaning of their music or song to the rest of the students.

THEATER: They invent a play or skit using solely facial expressions and gestures but no words to communicate something important; others invent a play or skit using words and gestures; the plays and skits are presented to the other students and discussed among all the groups. This as well as the other activities may extend into the future week or weeks.

WATER: Communicating through the use of movements and sounds in water.

SAND: Communication with sand through sand structures.

PLAY HOUSE OR STORE: Communication at home or in the store playing father, mother, siblings, store keeper, customers, etc. How does television interrupt our ability to communicate? How do the telephone and the computer help and interfere with our communication? Communicate while playing store selling, buying, sorting, displaying, etc. How are communication and education related?

CONSTRUCTION: Use construction materials of the previous day such as wooden blocks, Leggos, Tinker Toys, etc. to build two play cities with various means of communication such as, bridges, roads, highways, radios, telephones, offices, businesses, and so on. Exchange ideas with other groups for bettering communication within your play city.

OUTSIDE PLAY OR BODY EXPRESSION: How do we communicate with our body without speaking. Do Charades. Experiment with new types of expressive movements. Try to understand and imitate the body movements of others.

READING CENTER: Communicating through stories and personal histories. Interchange information telling one another the stories we read with words or pictures.

COSTUMES AND MAKE-UP: The same as with the theater above, changing our appearance to reflect different personalities. How can we use these techniques to engage in two way communications? How does our appearance communicate how we feel?

2:30 PM - 3:00 PM: Snack Time. Healthy snacks of fruits, vegetables, whole grains, and nuts with a discussion of good nutrition and good health, as in the day before. How do we communicate to others the principles of good nutrition and good health?

3:00 PM - 4:00 PM: Rest and Sleep as in the previous day. In the videos and films for the children who do not wish to rest or are restless we emphasize the concepts of large, small and medium, spheres, and communication.

4:00 PM - 5:00 PM: Physical sports of the student's choosing as in the previous day, under close supervision so that the students do not hurt themselves or one another.

5:00 PM - 6:30 PM: The activities of the day are integrated by music and song while the parents come to pick up their children. All the children must be picked up no later than 6:30 PM.

These activities continue in the same spirit for the following weeks and years until the full Life Time Curriculum for the first three years is covered for the nursery school children. If there is sufficient interest, and it is economically feasible, the following ten years of the Life Time Curriculum will be added, one year at a time, so that some children will be able to maximize their creativity, instead of having it destroyed in the traditional school systems which dominate the education of all children throughout the world.

This curriculum and educational philosophy is explained in detail in literature available from SEE, and in the free seminars available from SEE for interested parents and educators. Also go to our website at www.see.org

As of early 2000, the sole SEE school established for very young children has been in Valle de Bravo, Mexico. It was established by Gabriela and Salvador Espinosa as an adjunct to a public rural school for very poor children. These children blossomed and became much more creative than all the other equally poor children in the many other comparable schools in the region.

SEE is currently focusing its time, energy and resources in training teachers for its educational programs. There is no charge for this training. Whenever the teachers are available, SEE will set-up a school, wherever there is enough interest from parents and students to make the school feasible.

John David Garcia, 2000.