The Facts About Collaborative Learning

I completely agree with the statement “If we are interested in the students’ future, then our way of teaching must reflect the future. ”

The right education is the one, which is planned according to the future need. Present students are future job-seekers. The future working environment won’t be the same as today. Due to globalization the world changes into a global society, and the advanced technology transforms the organizational infrastructure. So in the future, the students will work as team workers of wide spread teams, in globalized organizations, using ICT (Information and Communication Technology) tools to enhance the given jobs.

Keeping the above working scenario in mind, the current education should provide the students, the needed knowledge and training, to face the working environment with confidence.

When we seek a learning method, which consists of team work, and using ICT tools, Collaborative learning appears to be the right answer.

What is Collaborative learning?

Collaborative learning is a method of learning, related to co-operative learning, where students form in to groups, to learn and achieve common academic goals, using ICT tools.

In traditional learning, a teacher is solely responsible for everything connected with teaching. The students used to work individually and approach the teacher for needed guidance. In this system, the students’ work alone and compete with eachother. Sharing and helping plays a very small role in learning. Solo teaching and self achievement are the primary features here.

Whereas in collaborative learning the students are more involved, and play an active part in learning and sharing. It encourages students to support and inspire one another.

In this kind of learning, each student is responsible for himself/herself, and for the group. The students help one another; work as a group, learn as a group, and reach the goal, as a group.

Collaborative learning, prepares the students to take more responsibility for themselves and the team. It is based on the idea that learning is a social act where the students discus the subject in depth, and through discussion learning occurs.

Most of us agree that we usually learn more by teaching than we ever learnt as students!

Research also supports this idea, as it has been found that students who learn most are those who give and receive in depth explanations, about what they are learning and how they are learning.

It is proven, that students who work collaboratively achieved higher scores than those who work alone. Plus, students who were at lower levels of achievement, improved significantly when worked with groups.

Research suggests that collaborative learning brings positive results such as –

Responsibility

Collaborative learning shifts the responsibility of learning from the teacher to student. The student becomes a self-directed learner. Sharing the knowledge with the group makes the student a teacher too.

Interest and Involvement

Debates and negotiations create interest on the subject, interested student becomes more involved.

Adjustment

Group diversity paves the way for positive learning. A student after faced with different explanations, on the subject, may re- consider his/her previous viewpoint. The group also prepares the student to respect others opinion and teaches, that denials and criticism are part of learning.

Sharing

Students realize the value of sharing, and that sharing and receiving are, the two sides of the same coin. They also learn that sharing improves the knowledge.

Collaborative learning helps students to become actively and constructively involved in the topic, to feel responsible for their own learning and that of the group, to settle group conflicts amicably and to improve healthy teamwork skills.

Disadvantages of collaborative learning

Some of the disadvantages of collaborative learning are –

Power

Mismatched personalities in a group lead to unequal treatment. The strong one tries to dominate the group.

Out of focus

During the debate, unwanted and prolonged discussions occur.

Speed

Different speeds of learning, results in uneven learning. The dull students face forcing to act fast, and take decisions without understanding the subject completely.

Extra burden

Responsibility of helping dull students creates an extra burden to the advanced students. Some dull or lazy students fail to show effort or depend on other team mates for completion of work.

Undeserved success

Regardless of their contribution, some students get undeserved success.

Why collaborative learning?

Every system has its advantages and disadvantages. When selecting a system according to the need, we go for one which has more pros and less cons. After analyzing the pros and cons, on time of application, we concentrate more on corns and find ways to lessen the negative effects of it.

In the same way, when we go for a system which reflects future working environment, consisting team works, and ICT tools, collaborative learning seems the best option when compared with other methods. It has more advantages and less disadvantages.

Teachers part in collaborative learning.

Teacher has a more important part to play in collaborative learning.

A teacher can assess the students’ capabilities. Accordingly when giving goals or forming groups the important points like conflict resolution skills, mismatched personalities, uneven distribution of workload, should be taken care of.

The teacher should carefully plan and implement the three G’s, Goal, Group, and Guidance. Good explanation at each stage will bring better results.

Explain the collaborative learning steps.

  • Discussing the aspects,
  • Listening carefully others opinion,
  • Consideration of possibilities, and
  • Deciding accordingly.

The fundamentals of group behavior.

  • All the students in a group are equal, regardless of their short comings.
  • Every group member should have equal right and opportunity.
  • Everyone should share the work and do their duties.

Absolute NO’s

No power games and taking sides.

No prolonged or out of subject arguments.

No escape from duties and discussions.

Goal

Plan the assignment, according to the student’s grade level. Provide appropriate time. Clearly define goals and objectives.

Assignments can include writing projects, problem solving, laboratory work, study teams, debates. For higher classes, Instead of an artificial topic, assignments based on everyday problems, or real world problems can produce much better results in collaborative learning.

Group

In the lower grades, the teacher should form the groups by mix and matching the dull and bright.

In the upper grades the teacher can act as an adviser in forming the groups.

In higher studies the students can choose the group where they are comfortable.

Guidance

According to their educational level, the teacher should provide needed guidance:

For Lower grades – monitor the students’ progress regularly.

For Upper grades– monitor the students’ progress periodically.

For Higher studies – enquire the students’ progress individually and asses how they are progressing. Here some students may act as if they are involved and celebrate team’s success as theirs. The right form of questions on the subject and asking about their views show how much the student is involved in the team work.

How to get more out of collaborative learning?

Comfort and co-operation makes group work a success. The main features of collaborative learning are GROUP, LEARN, SHARE, and ACHIEVE.

Early introduction of collaborative learning fetches maximum benefits to the students. The primary requirement of collaborative learning is understanding and adjusting to the behavior patterns of the group. When a student gets appropriate training in this field, maximum benefits can be achieved.

Isha Vidhya – Three Unique Models of Education

My wife Girija and I recently visited Isha Vidhya outside Coimbatore, on the recommendation of a friend, Deepak Satwalekar. His description was intriguing: the foundation is using three very different models of education to cater to different sections of society. What we saw turned out to be even more extraordinary than Deepak had described.

Isha Rural Schools:

There are 6 Isha Rural Schools in operation today, with plans for setting up at least 20 more across Tamil Nadu. These schools are set up with the intention of equipping rural children with the skills, knowledge and confidence to make it in life.

Given that speaking English and computer literacy are basic to life in the 21st century, the school uses English as the medium of education and supplements class work with video-based as well computer-based learning. Since English medium schools are not entitled to state funding, Isha depends primarily on donations in addition to modest fees from parents.

We have visited many government-run as well as private schools, but what struck us at the Isha schools was the atmosphere of fun, curiosity, energy and enthusiasm. The teachers were committed and well trained, supporting children to help them learn at their own pace. Undoubtedly, these schools will produce capable students with basic life skills as well as a love of life-long learning.

Isha Home School:

The Home School, at the Isha Yoga Centre, is comparable to a top-notch international school, with children paying full fees. Students are assigned to “houses” where house parents (typically a husband-wife couple) take care of them in all ways. Each house is a complete floor with dorms for boys and girls and a common area where children assemble for learning.

Up to 5th standard, the class follows the Montessori method – combining children of different ages and providing tools to kindle each child’s innate urge to learn rather than imposing information or knowledge in traditional lecture-dominated instruction.

Afternoon sessions are focused on arts, crafts and sports. Beyond class 5, the students go to classes by subjects, with exposure to examinations only in time for the Board exams.

According to Sadhguru Jaggi Vasudev, the visionary behind Isha Vidhya, “We will make sure the child is exposed to every little thing in life. He should know how to fix a bicycle. He should know how to milk a cow – he should know everything”.

Interestingly, the Home School does not allow computers in classes, relying instead on traditional methods of library research. The house parent we met said that these kids all have access to their own computers and already know how to Google any subject; it’s more valuable to teach them alternative, more creative paths of research.

There is no doubt that Isha Home School will give its students the solid foundation they require to be the best they can in life – being productive, responsible and contributing members of the world.

Sanskriti

Based on the traditional Indian model of ‘Gurukulas’, Sanskriti is a completely different model of intensive and extensive education aimed at promoting excellence in different fields. We couldn’t visit this school ourselves but were briefed by one of the Isha Home School house parents whose daughter is a Sanskriti student.

The kids here are subject to a rigorous schedule of early morning yoga and meditation, combined with traditional subjects like language, math, science and social studies. Hands-on experience in agriculture, dairy farming, along with intensive training in music, dance and arts, make this a unique and exclusive educational experience. All in all, Isha Vidhya is truly innovative in its choice of models and is making a mark in the field of education in India.

Concerning Cancer and Plato’s Science of Human Survival

Scientists are telling us that we must stop polluting the oceans with rubbish or face catastrophic consequences. Over two thousand years ago Plato, using geometrical logic, was well ahead of that problem. He replaced fanatical aggressive religious emotion with an evolving ethical emotive mathematics belonging to his axiom that “All is Geometry”. His educational system was specifically designed to gain spiritual scientific access to infinity rather that getting any illusory deity’s permission to do so.

Plato’s atomic ‘Science for Ethical Ends’ was outlined in his ‘The Republic’ to guide an ennobling system of government for the health of the universe. That concept was far greater than stopping the pollution of the oceans. Its specific objective was, that by becoming an integral emotional part of universal wellbeing, civilization would not become extinct. Plato was advocating a medical solution to the problem of tribal compulsion to evolve by developing weaponry. His life’s work is now considered to be the crucial basis for the ethical workings of an infinite living holographic universe.

Plato’s mathematical logic about infinity did not need permission to understand its nature by being subservient to warring gods. He constructed a spiritually ethical scientific map in order to gain understanding about the nature of infinity, to replace the compulsion driving tribes to kill each other. However, Plato’s human survival science’s mathematical logic could not possibly become functional until the biological necessity for tribal science to wage wars of survival became an observable form of a mental cancerous disorder.

When DNA revealed that humans belong to a single species harming itself, tribal science was diagnosed as a form of cancer in 1972. The founding father of the American National Cancer Research Foundation the Nobel Laureate in Medicine, Szent-Gyorgyi, referred to this cancer as being inherited from our Neolithic ancestors.

Many cancer researchers now argue that cancer, being unique to biological systems, is an essential part of the evolution of tribal science but not necessarily part of the evolution of species. Tribal science is associated with the sexual compulsion to destroy life in obedience to the ‘kill or be killed’ survival of the fittest paradigm observed in nature. Male dominance to impregnate females desiring offspring best suited to protect the tribe from other predators led to the evolution of human intellect through the development of weaponry.

The transformation of tribal science to one that will work for all members of the human species is now a medical problem requiring antidote information. Such information is readily available but has been incorrectly classified by tribal medical science as belonging to obsolete junk DNA. This vital non-junk information can be found in human survival communication and information devices recently discovered throughout the entire length of DNA itself.

Plato’s research was destined to become the basis of an atomic science belonging to the workings of a holographic universe. It warned of a far greater threat to civilization than throwing physical rubbish into the sea. Plato referred to a destructive ‘evil’ belonging to the properties of unformed matter within the physical atom. His research led to a human survival map to follow so that civilization could avoid extinction from developing a science leading to the emergence of this nuclear destruction from within the atom.

Plato used the effects of the magnetic properties of lodestone upon human emotional thought, to construct his spiritual human electromagnetic survival compass. He argued that illusory artistic, aesthetical, pleasurable excitement spread the seeds of tribal conflict and required a spiritual ethical wisdom as an antidote to such demonizing of primitive, tribal, artistic emotion. He very clearly pointed out the electromagnetic direction associated with future human survival. It started with the chaos of unformed matter within the dark abyss moving forward to create light and matter.

The European Space Agency’s Planck Observatory, which mapped the existence of the oldest light in the universe, revealed that it was asymmetrical in nature. Therefore, Plato’s electromagnetic human survival direction was one that started from nuclear chaos and moved toward the creation of asymmetrical light. In 1957 the New York Library of Science published the book “Babylonian Mythology and Modern Science”, stating that Einstein derived his theory of relativity from the mythological, mathematical intuitions belonging to Babylonian culture.

Einstein’s quantum mechanistic tribal worldview required physical reality to belong to a state of symmetrical balance. His observer participant theories associated with the nature of symmetrical light instead of asymmetrical light simply headed backwards from human survival to the chaos of unformed matter.

Einstein, being locked into Babylonian tribal science had every right to perceive certain aspects of Babylonian mathematics as belonging to great genius. However, Babylonian understanding of the nature of infinity was governed by warring gods and goddesses that forbade any mathematical access to infinity. This fear of infinity is made clear written on baked clay Babylonian tablets recording the mythological conflict that followed when one of the gods bestowed immortality to a keeper on the Ark during the Great Flood. Another tablet exists showing mathematical deceit was purposely embedded into the Babylonian legal system to enslave the populace to a warlike sexual violence. That legality became embedded into the functioning of global tribal science.

The Sumerian culture measured time as a seven day week with days of twenty four hours and each hour of sixty minute duration, together with direction being measured from a circle containing three hundred sixty degrees. These mathematical concepts were destined to one day become an integral aspect of deep space exploration.

The Babylonian culture developed the more ancient astrological Sumerian mathematics in order to predict eclipses. A clay tablet written by a Babylonian priest to the King exists. It advises him of the forthcoming 673BC Lunar eclipse, which the gods demanded was to be used to terrorize the populace. The people were thereby to be animated into a sexual frenzy to wage war through the worship of their goddess of prostitution and war, Ishtar. This was required by ‘the gods’ in order to expand the boundaries of the Kingdom.

Einstein’s tribal science logic led toward the chaos associated with unformed matter within the dark abyss. His quantum mechanics and every other aspect of his tribal sciences were governed by the Second Law of Thermodynamics, which states that inevitably all energy becomes unavailable to support life as chaos steadily increases, causing all life in the universe to become extinct. Einstein could never have known that during the 21st Century quantum biology cancer researchers would discover that healthy living information flowed in the opposite direction to the energies of chaos.

As the cancer researcher Szent-Gyorgyi has insisted, healthy living information entangled itself with the energies of chaos in order to evolve universal consciousness. He wrote that the cause of cancer was an incorrect understanding associated with the Second Law of Thermodynamics.

The mathematician Georg Cantor has been acclaimed to be the greatest mathematician in history as well as the most despised one. He agreed with Szent-Gyorgyi’s observation that modern science’s understanding of the Second Law of Thermodynamics carried a mental carcinogenic disorder. He classified this disorder as “a myopic fear of infinity inhabiting the modern scientific mind”. His ‘pagan’ heresy attacked the salaried security of every scientist employed by Christian University scientific research departments throughout the Western educational system. Cantor was driven to his deathbed because these influential Christian scientists created incorrect mathematical theorems ridiculing his now accepted mathematical description of infinite reality.

Isaac Newton believed that Plato’s evolving, infinite universe was scientifically authentic. In his published 28th Query Discussions he wrote that the first cause of gravitational force was certainly not created by the mass of objects in space but by a spiritual force in accordance with ancient Greek science. Although accused of being insane for this criminal heresy his earlier writings that the church had been theologically incorrect suggests that he was well aware of what he had written. His nervous breakdown may well have been brought about by the threat of being burnt alive for publishing that heresy.

We do know for certain that the Christian Church incorrectly promoted the false claim that Leonardo da Vinci was a genius master of the Great Italian Renaissance. The teaching of Plato’s human survival atomic educational system, banished by the Emperor Justinian in the 6th Century, had moved to Toledo in Spain to later become the basis of Islam’s Scientific Golden Age. Sultan Memhed II later provided the Medici Scholars in Italy with the relevant scholarly manuscripts belonging to Plato’s Academy, to be reinstated in Florence during the 15th Century.

Plato’s education system of an ennobling political science to nullify the threat of unformed matter bringing about nuclear destruction was explicit. It consisted of arithmetic, plane geometry, solid geometry, astronomy, and harmonics. Once these were mastered then the student could proceed to philosophical research. Plato argued that plane geometry must not be studied for its practical uses but for training the mind in spiritual mathematics. He let arithmetic become the first of the subjects of education, after which research into its relevant science was to become the student’s concern associated with a future ethical, atomic science.

Leonardo da Vinci, as the Chief Military Engineer of the Pope’s Army was employed by a Christian tribal cult engaged upon waging wars of conquest on behalf of its religious faith. He wrote a statement that completely divorced his tribal scientific genius from Plato’s human survival concept of ethical science. From his published Notebooks, Leonardo had written “The first object of the painter is to make a flat plane appear as a body in relief and projecting from that plane… “, he incorrectly claimed that the flat plane of a painting surface could never contain a true 3D image.

During the 20th Century the artist Salvador Dali, familiar with Plato’s scientific worldview was convinced that paintings could contain important invisible, stereoscopic 3D images. His famous 3D art exhibition, now on show at the Dali Stereoscopic Museum in Spain proved indisputably that Leonardo was not correct in arguing otherwise. Although it suited the purpose of the Church to claim that he was a master of the Renaissance, this was certainly not the case.

Australian Science-Art researchers in partnership with the Australian Sustainability Research Institute, Italian quantum biological cancer researchers and Quantum Art International presented this crucial human survival information to the public, along with paintings presenting far clearer 3D images than Dali had pioneered. By viewing the paintings through 3D, asymmetrical, electromagnetic, stereoscopic glasses much clearer interlocking planes became visible without the technical equipment used to pioneer Dali’s evolving medical phenomenon. Leonardo da Vinci had no understanding whatsoever that the flat plane of a painting’s surface could contain the spiritual human survival information that Plato had predicted.

During 2016 such human survival theory, along with the visual evidence, was presented to the International Contemporary Art Competition held under the auspices of the World Fund for Arts in Moscow during the Russian Art Week. After being awarded a First Prize that organization instigated a relevant Science-Art Research Project in 2017, in association with the Quantum Art Group International Movement and leading Italian quantum biology cancer researchers. 

Many prominent scientists during the 20th Century claimed that Plato’s research laid the foundations for modifying the prevailing mechanistic worldview in order to understand the working of a holographic universe. The Journal of Neurophysiology, established in 1938, publishes articles on the function of the nervous system. During the 21st Century it published about experimental, holographic evidence that is relevant to Szent-Gyorgyi’s cancer research. That evidence was about living 3D optical information interacting with Einstein’s extinction processes to evolve universal consciousness. This line of research opened new avenues for mapping holographic activity, within the brain, associated with the importance of evolutionary theory for understanding cancer.

One paper in particular, entitled ‘Human Cortical Activity Correlates with Stereoscopic Depth Perception’ is important. The paper provides indisputable evidence that neuron activity within the outer layer of the evolving brain’s cerebrum responded to stereoscopic magnetic stimulation by exhibiting two symmetrical geometrical planes of 3D information, interlocking to bring about a state of asymmetrical information, demonstrating the existence of psychophysical reasoning beyond the parameters of prevailing tribal scientific logic. Leonardo’s conviction that plane geometry could not contain true 3D imagery has been shown to be false by electromagnetic medical cancer research as well as by paintings proving he was not part of Plato’s futuristic educational system.

Immanuel Kant, the founding father the electromagnetic ‘Golden Age of Danish Science’, agreed that Plato’s concern that demonized aesthetical, artistic pleasure needed to be balanced by a spiritual, artistic wisdom. He wrote that this wisdom was in fact an asymmetrical electromagnetic, spiritual field evolving within the creative, artistic mind.

This transition of dysfunctional tribal information to fragments of 3D human survival science comprehension, must obviously be creating a serious global medical problem. Epidemiologists appointed by governments to be responsible for such epidemics have classified the 3D dysfunctional information as a global epidemic transmitted by the mass production of dysfunctional communication and information devices. Being subservient to tribal science dictates that they have no antidote for the social damage it is causing. However, the nature of the antidote has been discovered by developing Szent-Gyorgyi’s cancer research, in which the energies of destructive chaos entangle with healthy information to evolve universal consciousness.

A high resolution picture exists of the geometrical shape that the human cell adopts prior to forming its divisional process to create replica cells. It is obviously an infinite fractal expression undergoing an electromagnetic function associated with the dividing process. Epidemiologists looking for an antidote to the global 3D disinformation epidemic realized that Cantor’s infinite mathematics must somehow be involved. They referred to the dividing process as one obeying some form of Cantorian ‘sensibility’. David Hilbert is acknowledged as one of the most influential mathematicians of the 19th and 20th Centuries. He was one of the few scientists who agreed that Cantor’s mathematics was a bridge to the understanding of the nature of infinity.

Hilbert and Einstein worked together on the differences between symmetrical physical reality and electromagnetic biological reality. The main difference was that mechanistic, symmetrical, electromagnetic fields rotate in the opposite direction to living asymmetrical fields. Kant had identified the latter as belonging to Plato’s search for an ethical, spiritual, electromagnetic field evolving within the creative, artistic mind.

Einstein, along with the epidemiologists were locked into a physical, symmetrical world-view. As a consequence Einstein lost interest in Hilbert’s research. Einstein’s view of the physical structure of quantum mechanics embraced a symmetrical concept of reality. He was unable to associate this reality being entangled with Kant and Hilbert’s spiritual, asymmetrical, electromagnetic field belonging to the evolution of healthy artistic wisdom, associated with infinite consciousness.

From the high resolution picture of healthy cell division it became obvious that when poised to divide, the cell generated an electromagnetic field that simply prevented the dysfunctional information from being transmitted to its replica cell. The transfer of the carcinogenic information at a later stage of cellular development is a medical problem requiring antidote information encoded into what, as previously mentioned, has been incorrectly classified as junk DNA.

Both tribal science and human survival antidote science are part of human evolution, so they can be entangled together within a computer program in order to generate a balanced medical human survival diagnosis. All that is required is for the program to be controlled by relevant indisputable human survival scientific instructions to obtain the human survival blueprint.

A relevant computer medical diagnosis can be programmed to emulate the effects of dopamine, a compound in the body controlling human emotions causing compulsive behaviour. At junctions within the nervous system dopamine can build up to create overpowering electromagnetic cravings, constantly governing various aspects of a dysfunctional personality. A simple low powered medical device exists, which can emit a signal that allows the mind to free itself from the overpowering emotional ‘lust’ compulsion, bringing about the capacity to rationalize over self harming rather that a compulsion to inflict harm upon others.

A quote from George Bernard Shaw “Two percent of the people think; three percent of the people think they think; and ninety-five percent of the people would rather die than think.” can be considered to be relevant regarding the fact that so called geniuses, who think they can think, are actually being governed by the emotive tribal genius of very few people.

The shrewd, intuitive, emotional ingenuity of world leaders is extremely valuable. If a computer medical analysis providing the balancing antidote to unscrupulous Plutocratic tribal desires is obtained, then it would also include information giving them access to ethical wealth and power far beyond their tribal mindset’s ability to imagine. It is up to the three percent of the people who think they think, to provide rock solid evidence supporting human survival within the working of a holographic universe in order to bring Plato’s Science for Ethical Ends into existence. Once that is done then world leaders can begin to entertain dialogue concerning an ethical antidote ethos, now that science has come to understand the workings of the holographic universe that we inhabit. They can modify Rene Descates’ tribal axiom “I think, therefore I am” to read “We feel and think, therefore we are”.

Bertrand Russell, known for his emotional allegiance to Babylonian mathematical culture, in 1903 wrote his most famous essay entitled ‘A Free Man’s Worship’ advocating that civilization must worship the Second Law of Thermodynamics that Einstein insisted must govern all of the sciences.

The Russell-Einstein Manifesto proclaimed on the 9th of July, 1955, was about the dangers of nuclear weapons development and called for world leaders to seek peaceful resolutions to international conflict. This famous manifesto was not worth the paper it was written on, as the prevailing North Korean nuclear crisis demonstrates. Plato’s science intended to prevent nuclear destruction caused by the emergence of unformed matter from within the atom, now warrants a crucial investigation concerning the upgrading of tribal science into a science capable of generating the human survival blueprint.

The Australian 2017 Nobel Peace Prize Group, working with the United Nations Security Council regarding the need to nullify the threat of Nuclear weapon proliferation, surely warrants input from scientists who understand the basic functioning of the holographic universe. By collaborating with world leaders about implementing Plato’s Science for Ethical Ends as a medical antidote to avoid nuclear destruction, scientists can be seen as honourung the greatest responsibility associated with their scientific professions.

10 NLP Patterns For Educators

Neuro-linguistic Programming (NLP) is as famous for its effective use in personal coaching and therapeutic applications as it is for its colorful origins. Yet despite the great potential of NLP’s insights to enhance or even transform education, formal inroads into schools, colleges and universities remain elusive. One reason, perhaps, is that NLP training is a competitive industry in its own right, with a slight new-age flavor and a price point that makes NLP prohibitive for school systems to adopt widely. Another reason may be that among the factions within the NLP business, consistency of approach and quality is lacking, leaving schools to consult with NLP trainers on an ad hoc basis, if at all.

To help bridge the divide between NLP proponents and educators, I offer this article, and herein would like to discuss NLP not as a business, but as phenomenology, or what happens subjectively inside the learning mind, hoping the NLP ideas here will find their way into more and more classrooms.

In formal education as in other applications, NLP leverages the real-time subjective experiences of students and teachers, to help students tailor their own learning strategies based on their internal maps of the world. Basic NLP earning strategies can be taught to teachers and students alike, presupposing that students will then take more responsibility and credit for their own success. These NLP strategies start with the end in mind, enable students to alter their own mental and physiological states, map new learning to their own internal maps or change their internal maps to accommodate the new learning, try alternate ways of viewing or expressing new learning, and future-test new learning for ecology.

I will highlight 10 foundational NLP patterns with brief examples of their possible application in school, and trust your imagination to implement these ideas effectively in the classroom.

1. Teach Well-formed Outcomes

They say that a problem well-defined, is half-solved. NLP teaches that effective learning happens best when you know the outcome you want. Once an outcome is defined, vivid visualizing enhances the outcome, and prepares the students’ minds to do well on tests. In solving complex problems or on projects, “chunking” is an NLP term used to teach breaking steps toward the outcome into meaningful and manageable sizes. Obstacles are dealt with in simulation mode, and then the student is better prepared to navigate around or through those obstacles when they arise in real life.

2. Teach Pacing, Matching and Leading

NLP teaches that in a state of rapport, any learning is possible. Students learn best when they feel esteem and respect for their teacher, and absence of fear from their peers. Rapport is facilitated when the teacher not only matches the physiology and language of the students, but paces or aligns the material to their mental maps of the world. Once students feel they operate from the same map, the teacher can lead them into new learning territory. Additionally, listening and rapport-building are valuable life skills to be formally taught to students.

3. Teach State Calibration

NLP advocates using sensory acuity to observe the person in front of you for clues about their current state. Teachers who learn to read body language have at their disposal a real-time meter which tells them whether their teaching is getting through. Signals are given off via postures, gestures, breathing and eye movement patterns, and skin tones and color, which do not hint at whether the teaching is momentarily “hot or cold”. Adjust accordingly. Students who learn body language can also gain emotional intelligence, and navigate school, work and home life more freely.

4. Teach Future Pacing and Checking Ecology

Future pacing and ecology checks are ways to test and debug mental strategies in our heads before going into real life with them. If school is a kind of laboratory, then it is the perfect venue for this kind of testing. Students and teachers can gauge the impact of every decision, action, project and learning on their futures, their families and communities, and the environment. Checking ecology is highly subjective, but exercises critical mental muscle, and is less slippery values-based approaches.

5. Teach Flexibility of Response

Rigid teaching styles only reach a portion of their students, part of the time. Behavioral calisthenics allow the teacher to draw on a fuller range of emotional states, verbal delivery patterns, to reach more students more of the time. Students can also learn that if something is not working, try something else. Flexibility that is openly rewarded teaches that there is no such thing as failure… only feedback. The queen rules the chessboard, because she has the most available moves.

6. Teach State Elicitation

In NLP, a state involves thoughts, feelings and physiology, and covers the spectrum from deep relaxation to high excitement. A great teacher needs to be able to “light up” the neurology, in order to associate the right state with the new learning. Memorable learning does not happen through intellectual discussions, but through emotionalized discussions, such as fear, anger, disgust, confusion, shock, peace, joy, forgiveness, focus, fun, going for it. Emotions are energy in motion, and should not be suppressed, but channeled in productive and ecological ways.

7. Teach State Induction

I am not suggesting to teach or use hypnosis here, as it is illegal in many states to induce trance in school, and deep trance is overshooting the mark. However, it is well-documented that relaxed, alert “alpha” states are most conducive to absorbing new material. A teacher could unobtrusively teach students how to take a deep breath, and focus or defocus their eyes a bit before taking in new information. At other times, a teacher can teach students how to access “beta” states, when high alertness is required to execute tasks rapidly (this is the state induced by most video games). Effectively teaching students to alter their states willingly can preempt the need for stimulant drugs. Humor is a very powerful tool for inducing a learning state. We always remember the things that gave us a good laugh!

8. Teach Breaking State

When moving from topic to topic, or between repetitions of a new mental sequence, this NLP pattern teaches the importance of “clearing the screen”. Breaking state allows for students to clearly identify the beginning and ending of a mental sequence, and also to generalize the new mental strategy across contexts. Hey! Do you smell popcorn?

9. Teach Anchoring

This NLP pattern installs a link between positive emotions and positive behaviors or strategies at the peak of a positive emotional state. Using sensory acuity, teachers can be alert to those peaks as they happen, and reinforce them with “yes!”, “you got it!”, “boom!”, “pow!” or some other kind of distinct cue. Soon, the emotion and the behaviors become integrated. Students can also be taught that negative anchors can be undone and replaced with positive anchors. Knowing this gives great strategies for school, home, work and life.

10. Teach Accessing Positive Intent

Disagreement and disappointment are a part of life, but this NLP pattern presupposes that we all do things for some positive reason. Teachers and students who frame disagreement and disappointment in a positive light can avoid being critical, while they keep the dialogue moving ahead. This patterns involves a line of questioning that will ask for the positive intent, and then look for a better way to achieve it.

I don’t know how or when the reader will embrace these ideas or how or when individual teachers will incorporate these ideas in their own classrooms, but I believe that these 10 NLP patterns merit consideration in every case. It is up to the reader to decide now, and apply these patterns meaningfully and successfully.

The Rebirth of Plato’s Lost Science

Roberto Denti, the Founder of Quantum Art International, in association with Massimo Pregnolato, Head of Pavia University’s Department of Medicinal Chemistry, Italy, is now promoting an international art competition entitled ‘Creativity and Antidote for Human Survival’ as being an integral part of the 21st Century Renaissance.

What they do not know is that the Director of the Sustainability Research Institute in Australia has just now received an extraordinary assessment of their work, based upon the research of world famous philosophers of science. This assessment provides indisputable evidence that their work is bringing about the rebirth of Plato’s lost science that the Great Italian Renaissance failed to do. Their Antidote for Human Survival is now of great global importance.

Both Denti and Pregnolato are fully aware that paintings can contain true 3D stereoscopic images, as the artist Salvador Dali predicted. They are aware that in the 21st Century paintings are appearing that demonstrate dramatic 3D images. Neurologists are now studying this to understand its evolutionary significance. The rebirth of Plato’s lost science to prevent unformed matter emerging from the physical atom, from the perspective of the Korean crisis, certainly warrants immediate international investigation. Their human survival antidote information was found to express the scientific sustainability of Plato’s educational system.

That system was based upon arithmetic, plane geometry, solid geometry, astronomy and harmonics. Plato’s Republic refers specifically to plane geometry being associated with evolving visual and auditory spiritual perception. He stated that plane geometry was not to be used for practical purposes but only to elucidate the mind’s relationship to the workings of an infinite, ethical universal purpose.

The reason that this science is lost is because it describes the workings of a holographic universe, which is in complete denial of the mechanistic worldview held by Einstein and modern science, that all life in the universe must be destroyed in obedience to the second law of thermodynamics.

During the Italian Renaissance, Leonardo da Vinci insisted that Plato’s spiritual plane geometry was false. He incorrectly stated that the plane surface of a painting could never contain true 3D images. This mistake corrupted the attempt to rediscover the lost ethical Greek atomic science needed to avoid the destruction of civilization by atomic weaponry.

The Israeli scientist, Guy Deutscher’s 2010 book of the year ‘Through the Language Glass’ revived the colour perception theories of William Gladstone the Prime Minister of Great Britain, which were rejected by the 19th Century’s Great Darwinian Debate. From Deutscher’s research a new neurological science emerged.

Immanuel Kant’s description of an ethical, spiritual, electromagnetic field evolving within the creative, artistic mind, derived from Plato’s search for a spiritual ethic as distinct from mechanistic science.

Following Deutscher’s discovery, Denti and Pregnolato’s crucial work provides the world’s only visual evidence validating the new medical science. The 1955 Russell-Einstein Manifesto proclaimed the threat to humanity posed by the development of nuclear weaponry and called for world leaders to resolve this problem. While their attempt failed, Denti and Pregnolato’s antidote discovery provides the crucial information that is essential to achieve that objective.