Reinvent Education?

WHY.

1. First, we care about the future of our species, and believe it will take a considerably healthier and more intelligent perspective for citizens in a democratic society to navigate the challenging terrain that will confront us in the next several decades.

2. We are all, each of us, in the education / health development business by virtue of what we are role modeling, demonstrating, verifying and endorsing for all others to learn from in a relationship based world.

3. Since the link between education, intelligence and public health is so intimate, and since all people deserve the right to a healthy and productive life, we believe it is time to focus the public conversation on “health and intelligence development for all” as key to increased life quality and sustainability.

4. We are convinced lifelong learning opportunities should be established and promoted for all people as a potentially dramatic long range cost savings device for cities, states and nations.

5. We believe healthy learning and growth is the most exquisite of all human experience, and when individuals discover their ability to access such learning opportunities they will continue doing so in their own self interest –   thus serving society’s interest through their continually increasing socio-economic capacity, based on the premise: the more developed and healthier the person, the more valuable to both themselves and the whole.

6. We believe all neighborhood K – 12 education facilities should become “community learning centers” as hubs of neighborhood learning societies.  This is based on the idea that organizing emergence of capacity building mechanisms in the form of neighborhood learning societies is an optimal vision, strategy and plan for any geo-political entity in the 21st century.

7. We believe the intelligence and health development potential of persons in general has been barely tapped and its appropriate nurture offers astonishing potential reward for both society and its organizations / communities.

8. Research shows a large percentage of the brain’s capacity has been underdeveloped in western culture and we believe bringing this disequilibrium into balance will trigger a social windfall of cooperation, collaboration and innovation among peoples.

9. We believe a new focus on emotional health, creativity and psychological balance will trigger emergence of school children as envoys from a higher value system who will lead society into a far brighter future than we are presently able to fully comprehend with our limited experience.

10. We believe that ss our own city, state and nation have fallen behind too many others, it is time to assume a leadership position, and the opportunity to do so is at hand.

11. We believe there is a clear necessity to use the “15,000 hours” a student spends in a K – 12 classroom to ensure development of psychological health and equilibrium, imagination and creative thinking, and emotional development as our most valuable response to myriad social challenges: poverty, crime, self destructive behavior, abuse of others, etc.

12. We have a proven “social environment management system” (SEMS) that addresses these issues through nurture of emotional intelligence, creativity and psychological health while providing research that verifies attendant elevated academic outcomes.

13. We believe this SEMS can be installed in a critical number of community and organizational social environments to produce equally profound results.

14. We possess substantial evidence that a focus on emotional intelligence, intellectual creativity and psychological health is “the missing link” in education and presumably other endeavors that seek to produce continually improved performance outcomes.

15. Though two decades of social data implicate “people skills or emotional intelligence” and “imagination or creativity” as America’s two largest areas of job growth there is yet no specific strategy for converting the classroom into a full time immersion process for development of those capacities.