EDUCATION in the NEW AGE of UNDERSTANDING

NEW PRACTICES IN EDUCATION

How are we to educate our children in the future? ?What is the future of education?? Here we will quickly tour a brand new science, discuss new principles learned and then attempt to apply these principles to develop methods in the classroom.

The ideas presented below are completely new; and are now and in the past four or five years being reviewed by researchers on research gate. ?The work has received 700 professional endorsements to date. Four national academy of science members are following the work presently: from Russian, China, Romania and one international academy of science member. ?It is only in this past year that laboratory work has begun; and it demonstrates the principles revealed in the body of the work.?

Let's begin our brief journey into a new science in the body of physics so that we may develop our first and second principles in education. ?

Our predecessors told us that things collide. ?They told us that there are things like gravity, electromagnetism and more. ?They divided the phenomenon in nature into cute little packets of understanding. ?They told us there were four forces; they told us about energy and matter and said that neither can be created or destroyed. ?And they were wrong.

There is one principle in nature. ?All things communicate. ?The ten dollar word is "robust entanglement." ? God tells us to love Him with all our heart, and to love our neighbor as we love ourselves. ?Well, this is what nature does; ?It loves, or "communicates." ?Theoretical physicists call it entanglement. ?A new science calls it robust entanglement.

Below please find three links to short ?video demonstrations of nature in action; demonstrating this one principle, robust entanglement.

https://youtu.be/A-p0XquJvig

https://youtu.be/9-XUqwhvfCA

https://youtu.be/DZsJnCym_d4

Please find link below to complete and published research in physics and mathematics as it is presented to researchers on ACADEMIA "DOT" EDU

https://bartholomewmark.academia.edu

First Principle: ?ALL THINGS COMMUNICATE

Education in the future, will embrace First Principle. ?Communication in nature creates all the things that we observe. ?In the human, communication manifests itself as LOVE. ? We embrace love today, yet it will become the single measure of understanding in future classrooms.?

And, it will be up to future researchers to develop methods to measure LOVE. There are clues on how to do this in the body of the physics.

Second Principle: humans suffer two conditions of thought, RE and sensory

RE stands for robust entanglement

Sensory stands for our senses, including our five senses: sight, hearing, smell, taste and touch. ?"Sensory" applies RE principles, but it is through a systems approach that gives us what we experience. And systems naturally occur more slowly.

These two principles occur at different speeds inside our minds. ? Sensory is slow; RE is instant. ?{At the risk of overloading the reader here, let me explain a little further. ?Two different cognitive speeds actually creates OBSERVATION, OR THE ability to observe. Religion calls this FAITH. We call it, reflection. Later i believe i try to define FAITH, as directed observation.}

To apply First Principle in the classroom, we must understand the human cognitive condition. If you were a ballerina you would be listening to your teacher tell you that before you can truly express yourself on the dance floor, you must first master position(s) of body, and mind.

We must understand Second Principle and learn to teach methods to master Second Principle. ?Once we learn to master Second Principle, we are free to express First Principle ourselves. ? Expressing First Principle provides both knowledge and understanding. {For many i believe this will ring true; as love, or emotions are involved in historic theories of intelligence. ?Biblically if you are well read you might remember the phrase "ask and you shall receive." Ask, or position your mind correctly, and it responds by readying your mind to receive what you have asked it to receive.}

To learn Second Principle, we simply learn to observe. ?Like the deaf, dumb and blind person we simply learn what is possible. ?Below we explore how to use mechanical and mental exercises to help us to realize Second Principle, or OBSERVATION.

Please find link below to research article presented to researchers.?

Here we examine reading.

This article is a mere few pages long; ?and yet it provides methods to higher cognition through eight different levels of awareness during the reading process. ?We develop Second Principle, through posture, that we may then release our minds to experience First Principle. {All good music or ballet or dance teachers know two things: position of body, position of mind. ?If you have ever had the privilege of having had a really good, or expensive teacher that was ever in the symphony or professional ballet you will NEVER forget how you start, and where your mind is. ?This article doesn’t go into the physics too much but "knowing" is an important mind position. ?Like first position in ballet.}

https://bartholomewmark.academia.edu

Third Principle: symbolic language has both character & reference, as do all things in nature; a fingerprint if you will, as all things, each thing... is unique.

(insert image of Christian cross)

The image above represents a biblical image of a more modern notion of character and reference, as two directions, one not to contribute to the direction of the other, separate themselves in space uniquely via elastic fine structure creations to define a trinity of events that exists temporarily and that describe a footprint of everything in nature. {As a physicist, i can describe any unique 'thing' with only two variables in some character, and some reference. And it just so happens that these two descriptions are shaped like the christian cross, except that there is a separation between the two, a unique separation for each unique 'thing' filled with a webbing or fine structure; the bible refers to this as spirit.}

Let's now find the language of the future; mathematics.

Mathematics of today tells us that there are infinite solutions, zero solutions, one solution; it tells us that we may self reference, or compare ourselves to ourselves. ?It also tells us that we may take on any value, may take on ranges of value, and that things are divisible into infinitely small spaces. ?None of this is correct. And further in many regards or implicitly it tells us that our minds are not able to comprehend nature, that what we must understand, is incomprehensible. ?And they were wrong.

Infinity, Zero, and one, do not exist in nature. ?Any thing that is anything, is comprised of three things: two locales and a distance between. ?This 'thing' becomes a field or web, formed out of nowhere, from nothing. ?It is a found symmetry that allows this field to be formed.?

Please find short video demonstration below walking through all the changes in our symbolic language, or "mathematics."

The application of mathematics in teaching requires a mastery of "mathematics" and is not for the faint of heart. However, a discussion of a very few changes enlightens the reader into the new approach to this very complex language. ?

In the classroom at the elementary level, we would find but subtle changes, mostly in the way of background introductions to then create a whole new 'approach' and 'feel' to math.? https://youtu.be/I_6ecziwQto

Finite mathematics changes: ?zero, infinitiy and one, do not exist.

here we understand the principles of infinity, zero and one, but explain that these simply do not exist in nature. ?

For example: though we see no eggs in the teachers hand does not mean that there are no eggs, it simply means that in the frame of reference, there are no eggs. ?This is an important step in understanding and important step in cognition.?

Another example: ?though we see one egg in the teachers hand, does not mean that all things are not created from and exist as a trinity. ?"One egg" does not spell truth. ?It is what our senses see, and feel, but as humans, our senses can not feel trinity, until we are taught to feel it and understand it.

Finally our last example: though we live far away from things that exist in our universe, though we live far away from school, does not mean that we can not express this distance. ?Nature expresses this distance in tiny fine structures that appear and disappear and affect all things around them. ?Just because we do not feel these distances doesn't mean that they do not exist, it truly means we haven't trained our minds to feel them.

Algebra changes: ?adjudication and comparison become the only true operations. Multiplication, division and exponents are all adjudicative operations. Addition & subtraction are both comparative operations. There are no FIVE operators in nature.?

In the classroom, these changes will manifest themselves as learning the two natural processes of judgment (adjudication) and comparison. ?

Variables do not take on any value, but a ratio provides both character & reference.

In the classroom this change looks like this: ?hold an eraser in your hand. ?The eraser is our variable. ?It has texture, and size. ?How does it feel? ?How big is it? And both, depend on a trinity. The trinity: Two baby erasers find each other in space and find that they are the same. ?They form a symmetry. A field is created between them. ?A webbing. ?A spider's web perhaps. This spider's web is unique, just as we are each unique. The reason the web is unique is because the shear distance between communicating bodies is incorporated into the web's flux or rate density. ?It is because this component of distance is included into the flux that gives NATURE its logarithmic or spiral shapes! ?The baby erasers and the one spiders web form a trinity. ?The bible refers to this as a holy trinity. ?This trinity makes something for us to see and feel and experience. ?

Calculus changes: ?utilizes integers or discrete values in two ratios.

This is a complex process, forming a new calculus, even learning a new calculus. ?It requires an understanding of functions and logarithms. And yet it is this complex form of the symbolic language that exists merely to transcribe the equations that we use today. There are no functions in nature. ?We develop a fancy calculus to "de" mathematize the language and functions that have been developed in error.

In the classroom: we learn that all things are discrete, or "one" velocity. ?We learn that we compare things to find distance. ?And distance is incorporated into the fabric of all that we see and feel. ?We learn that acceleration does not exist, but is simply a group or system of changes. When we watch an apple falling from a tree, we understand now that at the top, there isn't much LOVE, but by the time the apple reaches its destination, as it travels faster and faster, it has LOVED more, or communicated more. This can happen in ANY direction. It is the earth below us that is doing all the communicating. ?It is only for any one of us, to apply these principles to LOVE something to add speed to its motion.

In short summary we've briefly discussed a new physics that we might understand FIRST PRINCIPLE, or LOVE; and that we might pursue learning on a level that incorporates the components and mechanisms of nature. We sat through a lesson in reading in eight higher levels of cognition, that we might learn to use our human condition or SECOND PRINCIPLE, in our favor, utilizing body position and position of mind like a ballet dancer. Finally we discussed THIRD PRINCIPLE OR the trinity, even holy trinity, or just how all things are comprised in nature, similar to a fingerprint, as each thing in nature is truly unique.

Let us now briefly talk about how the changes above might appear in the lessons established in the classroom.

It may be that we take a new approach : ?the school of the future will be a school that embraces God, religion, the bible. Why? Because it is religion as expressed by the bible and God in nature, that we experience and that we want to then learn to experience better. ?A whole new physics and mathematics makes it so. ?It is First Principle that is God's commandment. ?To Love. ?

The classroom will include methods of prayer.?

methods P101

methods P201

methods P301 etc...

Why? ?Because it will be in these methods, like eight levels of reading, that we learn to LOVE all around us. ?{That is to say that through posture of body, of mind we learn to observe better, and then to realize LOVE better.}

The classroom will include methods of faith.

methods F101

methods F201

methods F301 etc...

Why? ?Because it is through faith, that we learn to OBSERVE. ?And it is truth, that helps our observations to expand and to grow and to become faith. ?How it does this is beyond our brief explanation of the physics. ?A link provided below is a lengthy walk through many of the changes in the physics. ?Although it is not necessary to understand all of the changes in physics to understand in human terms that truth relaxes our minds to then observe our environment better.

A tidbit of information presented here will serve to wet the appetites of the reader to then read and watch more on the topic. ?It is through three hard structures in the inner ear that provide more stable elastic events and create the three classes of gross observation in human cognition. ?Thus do we see three strikes in baseball; three points to elicit a complete thought in language arts; Id, Ego and SuperEgo, defined in psychology; Beginning, middle and end, in expressive human thought and language; and many more examples. ?These three hard structures serve as components of systems dynamics that manifest and that we measure as brain waves. ?It is the speed of these brain waves, or high frequencies, that indicate a healthy cognitive state. ?It is the TEMPORARY slowing of these frequencies, that measure faith and observation, as defined herein. ?As described in the article in reading and higher cognition, measuring improvement and technical expertise in the classroom graduates from written and verbal accomplishment, to measured frequency changes and experiences.

The lengthy video below is presented here only as a reference for understanding how truth complements observation to develop faith; and for observing all changes in the body of physics.

https://youtu.be/nrgEkfO5_0c

Finally, after the child experiences his class in methods of prayer, P101, and then experiences his class or instruction in methods of faith, F101, we move on to appropriate grade level curriculum for reading, writing and arithmetic. Finally, the last two classes for this researcher at least, would be in applied mathematics and applied physics. That we may then begin to teach our children the language of God in nature, and to see God at work, in nature.

And what of classroom length, or duration? ?How long should each classroom period last?

Two approaches i believe are helpful here in determining classroom duration. ?One approach, is the time of neural adaptation. ?It takes neurons 4 to 24 hours to adapt or to build new connections. ?Truths developed in one classroom session, build connections over the next 24 hours to then be available to build on in another classroom setting.?

Another approach is our measure of frequency changes in mentation or cognition. ?There are meaningful ways to measure cognitive frequency changes. ?Of course one is electronic. This would be unsightly and not very appropriate for a scholastic environment. Better would be a training of teachers to visibly watch a calming effect in a child. ?There are some advanced notions, including intra-ocular changes that may be observed to express frequency changes achieved in "learning" or getting better at concentration, what we call faith here.

Advanced notions of learning. ?Similar to the notion of empowering children to learn on their own, ?like self learning activities or student to student instruction activities that we utilize today, we will see similar effects when we introduce this new education approach and when we begin to embrace truth. ?

In fact, once a child is put on the path of learning prayer and faith in this new setting, ?e.g. while he or she begins to manage reading on eight levels and the various appropriate physical and mental postures required, we will see a great acceleration in learning as truths are introduced.

In this new approach to education, we see that we must first prepare our minds to accept truths. ?It is then that we accelerate our learning and begin to master courses of study.

Finally there is a measure of achieving mastery in any subject that has not been touched on here that makes a presence through at all stages of the learning process. ?In nature this measure makes its presence known as a tertiary fine structure field. ?This field shifts back and forth, back and forth. ?In fact, it is the very nature of this tertiary fine structure field that may provide what we understand to be life itself. ?In our cognitive journey in the classroom each of us will experience this tertiary fine structure field. ?We will recognize it as a shifting presence. ?As we learn to recognize this phenomenon we begin to recognize a physical manifestation of truth. ?And as we have discussed, truth, builds the individual as it builds neural connections and as it resonates in our studies of faith and prayer, our advanced notions of observation.

In summary, education in the future will address the notion of LOVE in the classroom and in a very real way, it will use love itself to measure our progress. In our educational journey we will learn just what comprises nature; we will find God in nature; we will learn how to recognize it in our environment; and we will learn to recognize the physical manifestation of it in our minds & bodies.?

First period class might bring a lesson in prayer, and First Principle; learning to love, exercising God's principle of Love in nature. ?We learn that love comprises all things great and small in a trinity. ?We learn the nature of trinity and how it forms in symmetries. ?We learn how nature finds love. ?We learn of four species of love possible. ?We learn what comprises life. ?We learn the difference between animate and inanimate. ?And as we learn about God's universe, we learn its laws, its language in the mathematics; and we learn why we pray and what to pray for. ?In short, we build an understanding and an appreciation for all that is God in nature, in man, in the universe. ?

Second period class might bring a lesson in faith, and Second Principle; learning to observe and to find truths, to build faith. ?We learn about systems. ?We learn about cause and effect. ?We learn how to find cause from effect. ?We learn how to find effect from cause. ?In advanced courses of faith, we will use the language of the universe, in the mathematics, to calculate cause and effect. ?{There is a link provided above with a brief discussion of the new mathematics presented to researchers on researchgate.}

Third period class might bring an elective to ?include the language of the mathematics and understanding and calculation of specific systems, like our biologies, our chemistries, our physics of the inanimate, stars and propulsion; they will learn of Third Principle, or the specific compositions of all things, of each thing.

Histories and Governments will be important always to keep in any curriculum and yet will focus less on the histories of the wealthy, and instead concentrate on the history of man and his relationship with God and God in nature. Here we learn to respect self and others. Our government classes will be a lesson in humility and service.

Music and art will be vital and used to learn to express love, God in man. ?Here we learn of posture of both mind and body to affect systems productions of the trinity, and four energies creating life, God in man and nature. ?We will learn why ?and how music expresses God's love.

Nothing will replace basic reading, writing and mathematics.?

The education of the future could possibly contain eight classes a day:

• P101 - prayer, beginning followed by more advanced P201 in years to follow
• F101 - faith, beginning ??
• Hist101 - history
• Gov101 - government
• Mus101 - music
• Art101 - art?
• math101 - mathematics
• language/reading/writing101 - language & grammar & writing

Religion then becomes a sophistication of science. ?It is the first lessons of each day. ?It prepares our minds; prepares our hearts. ? We learn of science, all the sciences like biologies and chemistries and astrology, as different systems of God's manifestation in the universe. ?Our courses in faith and prayer then advance as our children advance in basic reading, writing and arithmetic.