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Implications of the brain mind revolution for education 1980-2000: A Delphi pilot investigation of the comparative perspectives of selected brain researchers-disseminators and educators

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Implications of the brain mind revolution for education 1980-2000: A Delphi pilot investigation of the comparative perspectives of selected brain researchers-disseminators and educators

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Content IMPLICATIONS O F THE BRAIN MIND REVOLUTION FO R EDUCATION 1980-2000: A DELPHI PILOT INVESTIGATION O F THE COMPARATIVE PERSPECTIVES O F SELECTED BRAIN RESEARCHERS-DISSEMINATORS A N D EDUCATORS by Diane Natalie Battung A Dissertation Presented to the FACULTY OF THE G RADUATE SCH O O L UNIVERSITY O F SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree D O C TO R O F PHILOSOPHY (Education) May, 1982 UMI Number: DP24814 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publ sb nq UMI DP24814 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 UNIVERSITY OF SOUTHERN CALIFORNIA TH E GRADUATE SCHO OL U N IV E R S IT Y PARK LOS ANGELES. C A L IF O R N IA 9 0 0 0 7 This dissertation, written by Diane Nata1ie Battung under the direction of h.e.r.... Dissertation Com mittee, and approved by all its members, has been presented to and, accepted by The Graduate School, in partial fulfillment of requirements of the degree of Bxk<ic- Fb-D. B A ’ 0 Z - B 3 3 ^ D O C T O R O F P H IL O S O P H Y Dean DISSERTATION COMMITTEE Chairman DEDICATION This study is dedicated to: Sara Hall Battung, whose intelligence, strength, and beauty of s p irit nurtured my ow n without lim its; Lawrence Martin Battung, whose intelligence, gentleness, and multidimensional talents inspired m y vision of what is possible; All who have opened doors along m y way that I might journey beyond the horizon. i i A C K N O W LE D G E M E N T S Sincere appreciation is expressed to: , i Dr. Fred Knirk, for his encouragement of creativity and innovation; Dr. Leo Richards and Herb Dordick for their support and openness; Terris Wolff, for his computer magic and unfailing assistance; Selwyn Enzer and Wayne Boucher, of the Center for Futures Research, for their experience and expertise; Christopher George Moore and Dr. Janet Cameron Fisher, friends and colleagues whose support and friendship have been continuously renewing; Drs. Edward Tevlin, Am al Girgis, and Joyce Draper, for their special interest; Participants of this study, who cared enough about the future and interdisciplinary exchange to contribute their time and knowledge. i i i TABLE O F C O N TE N TS Page DEDICATION . . ........................................................................................... i i i ACKNO W LEDG EM ENTS ....................................................................................... i i i LIST O F TABLES . . .................... . . . . . : Chapter I. THE PRO BLEM . . . . . . . . . . . . . 1 Introduction . . . . . 1 Significance of the Problem ..................................... 2 Statement of the P ro b le m ................................................... . 4 Research Question . .................... . . . 4 Research Hypotheses .................................................................. 5 Definition of Terms............................ . 6 Delimitations ............................ 7 L im ita tio n s................................................................. 8 Outline of T h e s is ........................ 9 I I . REVIEW O F THE LITERATURE 10 In tro d u c tio n .................... 10 Organization of Chapter I I ................................................. 11 The Delphi P ro c e s s ..................... . . ............................. 12 Brain Mind Developments: Panel of Eminence- Contributed . . . .......................................................... 15 Brain Mind Developments: Participant-Contributed . . 48 Chapter Summary.................................... ..................................... 71 I I I . M ETHO DO LO G Y 73 Introduction ...................................................................... 73 Research Design . . .............................................................. 73 Hypotheses...................................................................................... 76 The Sample and Its C h a ra c te ris tic s ............................. . 76 Selection of the Sample...................................................... 76 Description of the Sample . ......................................... 79 Instrumentation .......................................................................... 80 Pilot Study Devices................................ 82 Panel of Eminence Development of Delphi Projections 83 Self Selection and Computer Individualization . . . 84 iv Chapter Page Delphi Appearance, Ease of Handling, and Responsiveness ................................................. 86 Delphi Organization ........................ 88 Field Procedures and Collection of thesData ................. 91 Statistical Analysis .............................................................. 94 Chapter Summary ..................... . . . . . . . . 95 IV. ANALYSIS A N D INTERPRETATION O F THE FINDINGS............................................. $7 Introduction ........................................................................... 97 Analysis of the Findings . .............................................. 99 Section One: Panel of Eminence-Contributed Developments............................................................. 99 Section Two: Participant-Contributed Developments 124 Numerical Tables .............................................................. 134 Summary T a b l e s ................................................. 195 Graphic T a b l e s ......................................................... 203 Section Three: Cumulative Timeline Results . . . . 213 Section Four: Comparative Rankings . . . ................ 234 Comparative Importance Rankings of Developments 1-45 234 Comparative Importance Rankings of Developments 46-62 ...................................................... 234 Section. Five: Developments of Most Agreement a n ^ d Divergence Synopsis' '■ .............................................. 237 Earliest Date of Use Agreem ent................................. 239 Earliest Date of Use’ Divergence ................................. 239 Widespread Date of Use Agreem ent............................. 240 Widespread Date of Use Divergence.................... 241 Never Agreement . 242 Never D ive rg en c e.............................................................. 244 Section Six: Participant Perspective Sheet R e s u lt s ............................................................................... 244 T y p e ...................................................................... 244 A g e........................................................................................... 249 Number of years in Professional Area ........................ 249 Self Rating of Brain Mind and Education Knowledge 250 Source of Brain Mind Knowledge—Brain Mind . . . 251 Source of Education Knowledge--Brain Mind . . . . 251 Source of Brain Mind Knowledge--Educators . . . . 251 Source of Education Knowledge--Educators . . . . 252 Implications of the F in d in g s ............................................. 252 Combined Sections One, Two, and Five Implications . . . . . .................................................. 252 Section Three Implications ............................................. 254 Section Four Implications .................................................. 254 Section Six Implications .................................................. 255 Chapter Summary............................................. 256 v Chapter Page V. SUM M ARY, CONCLUSIONS, AND RECOM M ENDATIONS .................. 258 Summary....................................................................................... 258 Conclusions . . .................................................................. 260 Participant Recommendations . ......................................... 261 Brain Mind Readings/Resources for Educators Reference and Updating ............................................. 261 Books . ............................................................................... 261 J o u r n a ls .......................................................................... 262 O th e r................................................................................... 263 Dissemination Recommendations ..................................... 264 Recommendations for Future Studies ......................... 266 General Comments on this Delphi Study ..................... 268 Recommendations for Further Research ......................... 271 BIBLIOGRAPHY ....................................................................................... 276 APPENDIXES........................................................................................... 294 1. TRANSCRIPT O F SAM PLE INITIAL TELEPHONE INVITATION . 295 2. PANEL O F EMINENCE SAM PLE INVITATION .............................. 297 A. Letter of I n v i t a t i o n .............................................. . 298 B. Panel of Eminence L i s t ............................................... 301 C. Sample Projection Sheet .............................................. 302 D. Projection Return Sheet ............................................... 303 3*. BRAIN MIND RESEARCHER-DISSEMINATOR SAM PLE INVITATION................................ 304 A. Letter of I n v i t a t i o n ......................................... ... . 305 B. Panel of Eminence L i s t ............................. 308 C. Potential Brain Mind Participants .......................... 309 4. EDUCATO R SAM PLE INVITATION ............................................... 314 A. Letter of I n v i t a t i o n ................................................... 315 B. Panel of Eminence L i s t ............................................... 318 C. Potential Educator Participants .............................. 319 5. IMPLICATIONS O F THE BRAIN MIND REVOLUTION FO R EDUCATION 1980-2000 (Round One Booklet) . . . . 322 A. Overview of the Delphi P ro c e s s .............................. 331 B. Participant Perspective Sheet .................................. 332 C. Additional Future Developments Sheet .................. 334 6. INDIVIDUALIZED R O U N D T W O DELPHI FO R M S .......................... 335 A. Identifying Graphic Cover ........................................... 337 B. Round Two D ir e c t io n s ................................................... 339 C. S c h e d u le ........................................................................... 340 D. Comparative Importance Rankings of Developments 1-45 341 vi Chapter Page E. Participant Contributed Developments 46-62 . . . 343 7. INDIVIDUALIZED R O U N D THREE DELPHI FO R M S........ .................. 346 A. Identifying Graphic Cover . ....................................... 350 B. Round Three Directions . . .......................................... 352 C. Comparative Importance Rankings of 353 Developments 46-62 353 D. Optional Participant-Contributed Developments Response Form.......................................... 354 E. Recommendations Sheet ................................................... 372 F. Round Two Non-Response Reminder Form...................... 375 8. COMBINED R O U N D S ONE, TW O, A ND THREE C O M M EN TS . . . . 374 9. ACKNO W LEDG EM ENT O F PARTICIPANTS ...................................... 479 10. ADDITIONAL MISCELLANEOUS C O M M EN TS O N THE STUDY . . . 482 vi i LIST O F TABLES Table Page 1. Summary Delphi Response: No. 1 AUDIO BRAIN STIMULATION...................................................................... 134 2. Summary Delphi Response: No. 2 AUTONOMIC- PHYSICAL SYSTEM CO NTRO L . ................................................. 135 3. Summary Delphi Response: No. 3 B O D Y MOVEMENT- BRAIN STIMULATION ..................................... 136 4. Summary Delphi Response: No. 4 STATE O F CONSCIOUSNESS SELECTION ..................................................... 137 5/ Summary Delphi Response: No. 5 SUBJECTIVE TIME U S E ...................................................................................... 138 6. Summary Delphi Response: No. 6 LIMBIC, BRAIN STEM, FRONTAL LO B E INFLUENCE............................................. 139 7. Summary Delphi Response: No. 7 REPETITION- REINFORCEMENT OBSOLESCENCE ................................................. 140 8. Summary Delphi Response: No. 8 N E W APPROACHES TO MEMORY...................................................................................... 141 9. Summary Delphi Response: No. 9 ENDORPHINS A ND EDUCATION.............................................................................. 142 10. Summary Delphi Response: No. 11 MIND-BODY CO NTRO L . . . .......................................................................... 143 11. Summary Delphi Response: No. 12 ECONOM IC INFLUENCES O N BIOTECHNOLOGY ................................................. 144 12. Summary Delphi Response: No. 13 BRAIN A S M O D EL BUILDER.............................................................................. 145 13. Summary Delphi Response: No. 14 HOLOGRAPHIC BRAIN-HOLOGRAPHIC UNIVERSE ............................................. 146 14. Summary Delphi Response: No. 15 CO M PUTER A N D INFORMATION PROCESSING M O DELS ..................................... 147 15. Summary Delphi Response: No. 16 NEUROLOGICALLY- ---------------------------------------------------------------------------- v ii Table Page BASED INDIVIDUALIZATION . . . . ................................. 148; 16. Summary Delphi Response: No. 17 NEUROLOGICALLY- INFLUENCED CURRICULUM A N D M ETHO DO LO G Y ............................. 149 17. Summary Delphi Response: No. 18 NEUROLOGICALLY- INFLUENCED TESTING DESIGN . . ' ................................... 150 18. Summary Delphi Response: No. 19 NEUROLOGICAL INFLUENCE FR O M CONTENT TO CONTEXT ..................................... 151 19. Summary Delphi Response: No. 20 TRIUNE BRAIN LEARNING INFLUENCES ..................................................... 152 20. Summary Delphi Response: No. 21 NO NVERBAL BRAIN INTERCOMMUNICATION SYSTEMS ..................................... 153 21. Summary Delphi Response: No. 22 NEURO LO G Y AND NEUROPSYCHOLOGY TRAINING ................................ 154 22. Summary Delphi Response: No. 23 EXPERIENCE APPRENTICESHIPS IN LEARNING-HOW-TO-LEARN . . . . 155 23. Summary Delphi Response: No. 24 LEARNING- HOW-TO-LEARN TESTS 156 24. Summary Delphi Response: No. 25 TELEPATHIC A N D PARAPSYCHOLOGICAL ABILITIES TRAINING . . . . 157 25. Summary Delphi Response: No. 26 EFFECTS O F PARAPSYCHOLOGICAL TEACHER TRAINING ................................. 158 26. Summary Delphi Response: No. 27 CHEMICAL INCREASE O F INTELLIGENCE ..................................................... 159 27. Summary Delphi Response: No. 28 U SE O F ANXIETY-RELIEVING D R U G S ..................................................... 160 28. Summary Delphi Response: No. 29 LEGAL A ND ILLEGAL D R U G S .............................................................................. 161 29. Summary Delphi Response: No. 30 LEARNING D R U G OBSOLESCENCE...................................................................... 162 30. Summary Delphi Response: No. 31 MULTIMODAL LEARNING...................................................................................... 163 31. Summary Delphi Response: No. 32 MULTI- SENSORY DELIVERY SYSTEMS ..................................................... 164 32. Summary Delphi Response: No. 33 EDUCATIONAL Table Page RESEARCH............................................................................... .165- 33. Summary Delphi Response: No. 34 NEUROLOGICALLY- INFLUENCED EDUCATIONAL LEGISLATION .................................. 166 34. Summary Delphi Response: No. 35 DEVELOPMENTAL CONTROL........................................................................................ 167 35. Summary Delphi Response: No. 36 ADOLESCENT BRAIN GROWTH............................................................................... 168 36. Summary Delphi Response: No. 37 DEVELOPMENTAL BRAIN EDUCATION....................................................................... 169 37. Summary Delphi Response: No. 38 NEUROLOGICALLY- INFLUENCED ENVIRONMENTS ....................................................... 170 38. Summary Delphi Response: No. 39 CULTURAL- NEUROLOGICAL EDUCATION........................................................... 171 39. Summary Delphi Response: No. 40 TEACHING- LEARNING NEURAL SYNCHRONICITY .......................................... 172 40. Summary Delphi Response: No. 41 EXTENSION O F PSYCHOLOGICAL PARAM ETERS . . . ................................. 173 41. Summary Delphi Response: No. 42 EDUCATION AN D RELIGION............................................................................... 174 42. Summary Delphi Response: No. 43 PERSO NAL CO NTRO L O F LEARNING - A ....................................................... 175 43. Summary Delphi Response: No. 44 PERSONAL CO NTRO L O F LEARNING - B ....................................................... 176 44. Summary Delphi Response: No. 45 PERSONAL C O N TR O L O F LEARNING - C ....................................................... 177 45. Summary Delphi Response: No. 46 BIOENERGY . . . . 178 46. Summary Delphi Response: No. 47 BIORHYTHMS . . . 179 47. Summary Delphi Response: No. 48 BRAIN MIND ALLIANCE WITH THE ARTS . ........................................ 180 48. Summary.Delphi REsponse: No. 49 CO M PUTER GRAPHICS........................................... ................................... 181 49. Summary Delphi Response: No. 50 CORRECTIVE MICRO-COMPUTER IMPLANTS . . . . ...................................... 182 _________ x Table Page 50. Summary Delphi Response: No. 51 CULTURAL 183 EVOLUTION-BRAIN REVOLUTION .............................................. 183 51. Summary Delphi Response: No. 52 DERM O- OPTICAL PERCEPTION . . . . .............................................. 184 52. Summary Delphi Response: No. 53 D R E A M RESEARCH................................................................................... 185 53. Summary Delphi Response: No. 54 ELECTRONIC SUPPORT FO R C R O SS SENSING .............................................. 186 54. Summary Delphi Response: No. 55 FEDERAL BUDG ET FO R NAT IONA TEACHER RETRAINING..................... 187 55. Summary Delphi Response: No. 56 INTERSPECIES COMMUNICATION ....................................................................... 188 56. Summary Delphi Response: No. 57 NEUROLINGUISTICS . 189 57. Summary Delphi Response: No. 58 PUBLIC A N D POLICY M A K ER EDUCATION .............................................. 190 58. Summary Delphi Response: No. 59 SEX DIFFERENCES .............................................................. 191 59. Summary Delphi Response: No. 60 SOCIETAL RESISTANCE.............................................................. 192 60. Summary Delphi Response: No. 61 VISUALIZATION . . . 193 61. Summary Delphi Response: No. 62 W O RLDW IDE EDUCATIONAL CO M PUTER N ETW O R K S ...................................... 194 62. Summary of Brain Mind Researchers-Disseminators and Educators Comparative Perspectives on Timeline, Probability, and No Probability of Occurrence . . 195 63. Brain Mind and Educator Comparative Time Estimate Graph ....................................................................................... 203 A. Earliest Date .............................................................. 203 B. Widespread D a te .............................................................. 209 64. Comparative Importance Rankings of Developments 1-45 235 65. Comparative Importance Rankings of Developments 46-62 238 66. Participant Perspective Sheet Data: BRAIN MIND RESEARCHERS-DISSEMINATORS ...................................... 245 CHAPTER I THE PR O B LEM Introduction Within the last year alone, a half million papers have been produced on the brain (Russell, 1979). The process of discover ing the physiology, chemical-hormonal substances, operations, and organization of the hum an brain and mind is going on at an acceler ated rate. A revolution of new knowledge is in the making. Meanwhile, the education profession is faced with the daily details of national issues such as integration, competency-based learning and teaching, lowered test scores, teacher strikes, the non-reading graduate, violence and vandalism. Professional edu cation is under pressure as never before within its own ranks and from society at large (Shane, 1978). In the literatu re of change and innovation, this situation is not an unfamiliar setting. The situation suggests the classic components of a major change impetus growing on the horizon while the target area is occupied with the business of the day. The Information of the brain mind revolution is being generated by highly specialized brain researchers in the biological sciences. These professionals speak in their ow n language and concepts. Educators interested in exploring the potential of brain mind information for the process of human learning are faced with the 1 challenge of crossing an interdisciplinary chasm. The purpose of this study was to provide the interdisciplinary bridge of a Delphi process between the biological and behavioral members of the brain mind community and the administrative and field-based members of the education community. These groups share an important link as the neurological profession's generation of increasing knowledge of the human brain and mind may have a pro found effect on the profession of educators engaged in the imple mentation of such knowledge in classrooms. An information gap among educators concerning the developments of the brain mind revolution allows the possibility of serious gaps in educational planning and p rio ritie s. Significance of the Problem Dr. Jean Houston of the Foundation for Mind Research has said that, i f we begin now to use the brain mind potentials that are presently available, in three generations our descendants w ill be as different from us as we are from Neanderthal (1977). Distinguished neurologists Roger Sperry (1978) and Joseph Bogen (1977) have written of the lim itations of an educational system that may be educating only half of an individual's potential. Dr. Barbara Brown, Chief of Experimental Physiology at Veterans Administration Hospital, Los Angeles, and noted biofeedback researcher, has ad dressed the "emergence of a hum an super potential" in the growing knowledge of the hum an mind (1980, p .7). Brown cites 32 specific mind and consciousness states ranging from mental imagery to 2 cross-sensing that are only beginning to be s c ien tific a lly explored as facets of the hum an brain-mind repertoire. The visions and possibilities im plicit in the work of brain researchers and disseminators offers educators a new understanding of the capabilities of the hum an learner. In 1978, the National Society for the Study of Education selected the topic of education and the brain as the area to be featured in its annual yearbook series. In recognition of the importance of this area for education, the series was designed to provide educators with an in itia l understanding of basic concepts and processes of the brain. In the concluding chapter, devoted to the major implications of the brain sciences for education, the editors state To be fu lly beneficial to both groups, the colla boration must be a mutual one. Neurological hypo theses and theories w ill need to be tested and applied in classrooms and clinics. And knowledge from classrooms and from educational research w ill need to be fedback to the neuroscientists for modification and refinement of their theories (Chall & Mirsky, 1978, p. 377). However, there is l i t t l e evidence of such dialogue occurring between the brain mind community and educators. In a recent com puter survey of litera tu re in three major education-oriented data banks (Educational Resources Information Clearinghouse (ERIC), Psychological Abstracts, and Dissertation Abstracts), for instance, there are no dissertation level studies on the topic of the brain mind revolution and education and few entries of any type on the topic. This study was therefore designed to provide a needed oppor- 3 tunity for members of the brain mind and education communities to be in dialogue for the purpose of identifying implications of the brain mind revolution for education within the next 20 years and exchanging perspectives on the likelihood of timeline and probability from each profession's expertise and experience. Statement of the Problem The study was designed to create a Delphi process providing a panel of leading brain mind researchers-disseminators with an opportunity to identify major implications of the brain mind revolution for education within the next 20 years. These potential developments were then circulated in a three-round Delphi among a national selection of brain mind researchers-disseminators and a selection of southern California educators representing a diver sity of educational levels and positions. The goal of this Delphi process was to investigate i f consensus on timeline and probability of occurrence could be reached among and between representatives of the two disciplines. Research Question The research question has three parts. 1. What are the implications Of the current.brain mind revolution for education in the next 20 years? 2. Can the Delphi process identify and communicate the comparative perspectives of brain mind researchers- disseminators and educators? 4 3. Does a difference of perspective concerning the impli cations of the brain mind revolution for education in the next 20 years exist between brain researchers- disseminators and educators? Research Hypotheses Within the framework of the research questions posed, the basic hypothesis underlying the investigation is that the Delphi process can identify and communicate implications of the brain mind revolution for education within the next 20 years between and among members of the brain mind and education communities. The specific hypotheses relating to each of the research questions may be stated as follows. 1. Potential implications of the current brain mind revolution for education within the next 20 years can be identified by leading brain researchers-dis seminators. 2. The Delphi method can identify and communicate the comparative perspectives of brain mind researchers- disseminators and educators. 3. A difference of perspective concerning the implications of the brain mind revolution for education within the next 20 years exists between brain mind researchers- disseminators and educators. 5 Definition of Terms Delphi: The Delphi process is a carefully designed program of sequential individual investigations, usually conducted in several rounds by questionnaire, that are interspersed with information and opinion feedback between rounds (Helmer, 1967). Notable characteristics of the Delphi include the use of experts as a knowledge pool, the function of an information disseminating, the a b ility to ascertain group perceptions of an existing situation and its implications for the future, and the use of anonymity to foster open communication and diverse thinking. Expert: An expert is defined as one who has acquired special s k ill or knowledge derived from training or experience (Webster, 1979). Because of the interdisciplinary nature of this study and the inclusion of a national and regional population of participants, expertise is (a) recognized in degrees ranging from national prominence to acknowledged local com petence and (b) identified by self-rating in participant demographic data. Brain: The brain is the physiological portion of the vertebrate central nervous system that constitutes the organ of neural coordination (Webster, 1979). Mind: The mind is the operating system of interacting processes within human beings that produces .thought, perception, feeling, memory, imagination, and intention (Brown, 1980). Brain Mind: The concept of the interconnection of the brain and : £ the mind as distinct and interrelated components of the human system; the concept that the brain affects the mind and the mind affects the brain (Brown, 1980). Brain Mind Revolution: In this study the term is used to indicate the increasing and accelerated production of large quantities of conceptual and experimental information concerning the human brain and the hum an mind. Brain Mind Disseminator: The term is used in this study to indicate a participant who is actively engaged in the dissemination of information concerning the human brain and mind through publication, conference, seminar, project, and forum involve ment. Brain Mind Researchers-Disseminators: This term is used throughout the study to indicate the combined category of brain researchers and brain disseminators as the pool of experts with a back ground in brain mind knowledge. Field-Based Educator: This is an educator who is directly involved in teaching-learning experiences with students. This term is used in contrast to the administration category of an educator that is also included in this study. Del imitations 1. This Delphi study was limited to serve as a p ilo t investigation identifying implications of the brain mind revolution for education within the next 20 years without the purpose of prediction. 2. Developments in this p ilo t Delphi were not combined with cross impact matrix processes to identify the interrelationships among items. 3. Only the in itia l implications submitted by the Panel of Eminence were included for three rounds of Delphi processing. Participant-contributed implications, while encouraged and reported, were given an optional response status in the study. 4. The size of the Panel of Eminence of this study was limited to 10 members in order to lim it the number of implications contributed and thus processed in this study due to the time involvement of participation in a three-round Delphi. 5. Education community members were limited to educators in the southern California area to increase the proba b ility of a high education return. 6. Comments on questionnaires returned after the deadline of a round were optionally included in round feedback, dependent on time and space constraints. Limitations 1. Funding incentives were not available to offer participants for their involvement. 2. Comprehension and expertise of participants were not able to be verified other than by self ratings. 8 Outline of the Thesis Chapter I presented an introduction to the study, a state ment of the problem, the research question and hypotheses, definition of key terms, and the lim its of the study. Chapter I I explores related litera tu re providing the rationale and background of this study. In addition, information relevant to the importance of the developments incorporated in this Delphi study have been highlighted. Chapter I I I provides a detailed description of the procedures, sample selection, data processing, and statistical treatment of the study's data. Chapter IV reports the study's results with an interpretation of the findings. Chapter V includes a summary of the study's major findings along with conclusions and recommendations. CHAPTER I I REVIEW O F THE LITERATURE Introduction The vision offered by the brain mind revolution is that of expanded hum an potential. Education has intrinsic stakes in this growing arena that suggests very different ways and means of ac quiring and processing information in hum an learning. Educators have for years heard the old saw that we probably use only 10% of our brain capacity. Now, however, the details are being spelled out. Russell (1979) states, I t is frequently stated that we use only 10% of our fu ll mental potential. This, i t now appears, is rather an overestimate. W e probably do not use even 1% — more lik e ly 0.1% or less. The apparent lim its of the human brain are only the lim its of the uses to which we put i t , and the lim its of what we believe is possible (p. 7). The matter of beliefs and identifying what may be possible is an important part of any new area of development. The fie ld of fu tu risties, which tracks and monitors new developments and their implications, has two articulate spokespersons who address the issue of belief and possibility. Polak (1973), in a survey of historic images created and developed by various cultures from antiquity to recent times, points out that what a society believes is possible is most lik e ly to then either be developed or to be le f t out of the processes of interest and e ffo rt. Clarke (1962) ■ 10 in the classic Profiles of the Future: A n Inquiry into the Limits of the Possible, explores the phenomenon of bogging down in present lim itations and the consequent result of a limited future. Clarke proposes that this has often happened in the past because of (1) a tendency to simply not admit certain facts because they do not f i t into the preconditioned mind set previously acquired and (2) a failure to stretch the creative imagination far enough so that possibilities not included in current understanding can be con sidered and explored. Clarke's conclusion concerning future developments is Anything that is theoretically possible w ill be achieved in practice, no matter what the technical d iffic u ltie s , i f i t is desired greatly enough. I t is no argument against any project to say: "The idea's fantastic!" Most of the things that have happened in the last f i f t y years have been fantastic, and i t is only by assuming that they w ill continue to be so that we have any hope of anticipating the future (p. 11). In the area of the brain mind revolution and its implications for education, i t is essential that there be dialogue between brain scientists and educators probing and exploring the possible future that each share a part in creating. Organization of Chapter I I This review of the lite ra tu re is divided into two major sections. The f ir s t deals with the rationale of the Delphi process. The second encompasses the brain mind revolution in terms of the specific developments contributed to the study. For c la rity of reference, this second section is divided into the f ir s t 45 1 1 developments contributed by the study's Panel of Eminence and the 17 developments contributed by study participants. References made in each development w ill be selective rather than in any way inclusive because of the number of areas covered in this study. The Delphi Process The major research question to be answered by this investiga tion was whether implications of the brain mind revolution for education within the next 20 years could be identified by a Delphi process. The Delphi was selected for the purpose of identifying and communicating the possibilities of new development across two distinct professional disciplines because of the Delphi's established capacity to (1) serve as an exploratory communicative device and (2) function among an interdisciplinary population. The Delphi was created under the auspices of the Rand Cor poration during the 1950's for m ilitary and industrial forecasting needs. One of its designers, Dr. Olaf Helmer (1967), has defined the Delphi as the following: The Delphi technique is a carefully designed program of sequential individual interrogations (usually best conducted by questionnaire), in ter spersed with information and opinion feedback. The Delphi operates on the principle that se-1 . veral heads are better than one in making subjec tive conjectures based upon rational judgement and * shared information rather than merely guessing, and w ill separate hope from likelihood in the pro cess (p. 7). Helmer proposes that the Delphi is a method of (1) forming an image of what the relevant aspects of the future might be, (2) 12 probing probable differen tial effects of potential future develop ments, and (3) making preference evaluations among alternative consequences. Helmer also refers to the concise capabilities of a Delphi study in which large amounts of qualitative and quanti tative data are able to be processed mathematically. Several features of the Delphi made i t particularly appropriate for the nature of this p ilo t study, which is intended to accomplish an in itia l identification of brain mind implications for education among an interdisciplinary population. Weatherman and Swenson (1974) characterize the Delphi as a device useful in ascertaining the perceptions of a group on an existing situation and the impli cations such a situation has for the future. They also point out that the Delphi is an effective means of obtaining information from a large number of persons without the restrictions imposed by geographic boundaries and scheduling. In a nationally-oriented study, these are the very restrictions that make such studies impossible or fin ancially prohibitive. The Delphi then offers an alternative means of contact and interaction. Weatherman and Swenson also indicate that the Delphi is a means, because of its question and response print or computer feedback format, of giving a high v is ib ility profile to a study among otherwise busy participants. Kauffman (1976) also emphasizes the Delphi's usefulness as an intergroup communication device. Kauffman additionally stresses that the Delphi has an important capacity to function as a communi cative, disseminating device by virtue of its repeated response 13 and feedback-on^response procedures. Participants have an opportunity to submit and evaluate new information among a group of peers outside of th eir own professional circles. In this way information is disseminated directly without the much longer and more complex routes that intergroup and interdisciplinary dissemination often involve. Linestone and Turoff (1975), in a compendium of perspectives on the uses and applications of the Delphi method, comment on Delphi’ s a b ility to process complex data in an accessible format. Weaver (1972) addresses the use of a Delphi as a planning tool which can aid in probing the priori tie s 1held by members and con stituencies of organizations and disciplines. The Delphi method has also been subject to criticism . Perhaps the best known of these critiques is Sackman's (1975) Delphi Critique supported by the Rand Corporation. The major focus of this criticism is aimed at the predictive accuracy of the Delphi process. Sackman, however, does recognize the distinction between Delphi studies conducted for prediction purposes and those designed as structured explorations of uncharted areas. For this reason, i t is important to again emphasize the selection of the Delphi method in this p ilo t study for the value of exploratory identification and dis semination of brain mind implications for education among an interdisciplinary population without prophetic intent. Brain Mind Developments: Panel^of-Eminence Contributed Audio Brain Stimulation (1) Although there has long been a recognition of the link between sound and thought stimulation in such divergent areas as music, psychology, and religion, i t has not been until recently that research has identified specific components of sound and detailed th eir effects on the brain its e lf. One of the most interesting investigations, in educational terms, has been the work of Dr. Georgi Lozanov (1978). Lozanov's work has been made educationally available in this country largely through the work of Dr. Donald Schuster (1976) at Iowa State University with the establishment of the Society for Suggestive Accelerative Learning and Teaching (SALT) and its associated journal and newsletter. The SALT method proposes to accelerate the learning of materials normally covered in one year to several months. The method has been primarily applied in language instruction but has been documented in subjects ranging from physics and statistics to lite ra tu re . The SALT method is based on four tenets supported by recent neurological data: 1. MIND CALMING RELAXATION EXERCISES Brain wave scans indicate that anxiety produces a s ta tic lik e condition that interferes with the rhythmic state conducive to learning receptivity. 2. SIMULTANEOUS MUSICAL A N D VERBAL INPUT WITH PRECISELY TIMED VERBAL INPUT In Probram's holographic model, the brain uses mathe matically processed frequencies for the reception and transmission of re a lity . Music has the possibility of being the key to basic symmetrical frequencies to which the brain may in trin s ic a lly respond. 15 3. TAPPING THE EMOTIONAL CENTERS OF THE BRAIN The SALT method uses a variety of presentation tech niques including dramas designed to expand learning into the emotional-intuitive area. Neurologist Joseph Bogen reports that affective information in the brain appears to be transmitted more readily than cognitive information because of the limbic (emotional system) connections that are in the brain stem where most information passes in tran sit. 4. USE O F SENSORY STIMULUS The success of the SALT method in terms of accelerated memory acquisition and extended retention utilizes the neurological finding that three or more sensory modalities (seeing, hearing, touching, etc.) must be involved in order for the input to be transformed from the electrical form of short term memory to the chemical form of long term memory. ' - . 1 ; « 3,‘ *' ' * ^ ,‘i ■ ■ ■ • ^ ■ - V .. I 5 Autonomic Physical System Control (2) Personal Control of Learning (10) Personal Control of Learning - A (43) Personal Control of Learning - B (44) Personal Control of Learning - C (45) Body Mind Control ( i d The area of control of the autonomic.system of which develop ments 2, 10, 43, 44, 45, and 11 are all a part has generated much interest. Research in biofeedback by scientists such as Dr. Barbara Brown (1974, 1978) and Dr. Elmer Green (1977),. of the Menninger C linic, has opened new vistas as to what humans can do through voluntary control of the previously inaccessible areas of blood pressure, pain, stress reduction, and brain waves. Dramatic demonstrations of control of the autonomic system by subjects such as Jack Swartz (1977) and the resulting studies that are accumulating in the medical fie ld suggest new human capabilities in healing and health maintenance. Educational techniques for acquiring the a b ility to control the mechanisms 16 of the autonomic system have been developed in the 1920's by the German psychiatrist, Johannes Schultz and disseminated as autogenics by Luthe (1965, 1969). Most recently, however, i t has been the fields of medicine and sports that are giving serious attention to educational techniques in learning control of the autonomic system. Notable medical disseminators in addition to Brown and Green include Simonton and Simonton (1979), Shealy (1977), Bressler (1979), P elletier (1978), and Jaffe (1980). Sport projects such as Murphy and Hickman's (1977) Transformation Project in the United States and the work of Dr. Abrezol and Capedo in Europe are documenting the process of human super-performance in sports and how such performances can be made educationally accessible to a ll. Body Movement-Brain Stimulation (3) The connection of body movement and brain stimulation has been widely documented in many of the physical therapies. But recognition of the implications body movement appear to have for expanded human potential in learning and information processing is more recent. Dr. Jean Houston (1978) in demonstrating to educators across the country this principle has an audience physi cally experience the before-and-after effects of a body turn in which the ocular muscles take over the movement usually controlled by the lower back muscles. Her intensive workshops involve p a rti cipants in 16-18 hour continuous learning experiences. One of the techniques that makes this extended period of learning possible 17 is the involvement of learners in continuous, periodic movement to complement and refresh their mental processing. Other leaders in the development and dissemination of educational techniques for body movement-brain stimulation include Alexander (1955), Barlow (1975), Bertherat and Berstein (1977), Feldenkrais (1972, 1977) Jones (1976), and Masters (1978). State of Consciousness Selection (4) Much attention has been given in the las t several years of continuing the work of William James at the turn of the century in exploring the states of human consciousness. Important work in this area has been contributed by Maslow (1962), L illy (1967, 1971), Ornstein (1972, 1975), Tart (1975), Grof (1976,, 1980), and Brown (1980). Brown (1980) has recently elaborated on 32 different states of consciousness that are v irtu a lly untapped at this time and addresses the "valid, useful, and qu alitatively important to the course of human development" aspects of consciousness (p .x .). Brown contends that the limited amount of knowledge about sk ills of mind and consciousness are a result of a lack of o ffic ia l re search interest with the consequence that the fa c ilitie s of the human mind remain largely unknown. W e have developed no systematic approach for improving the fa c ilitie s of the mind and none for using the insights and understandings that come from altered states of consciousness (p. 11). Dr. Tom Roberts (197 5, 1980) of the Department of Learning and Development at Northern Illin o is University is currently involved - 18j in synthesizing recent work in the psychology of consciousness with educational theory and practice. Because of this increasing interest in identifying and de ta ilin g states of consciousness, educational methodology in match ing specific states of consciousness with corresponding subject matter has been proposed as a future development in this Delphi study. Subjective Time Use (5) In the lite ra tu re of anthropology and lin guistics, much has been written on the subjective and conditioned nature of time. Two notable examples are Hall's ;classic; The Silent Language (1959), and Joos's Five Clocks (1967). in the litera tu re of Suggestology, an accelerated learning method (Ostrander & Schroeder, 1979; Lozanov, 1978), learning acquisition and production are accomplished at increased rates. However, some of the most interesting work educationally being done in this area is by Dr. Jean Houston of the Foundation for Mind Research in New York. Houston's studies indicate that i t is "possible to greatly increase the rate of thought or amount of subjective experience beyond what is ordinarily possible within a unit of clock-measured tr ime" (1978, p. 8). Houston refers to the case histories of crisis experiences wherein persons see their entire lifetim es pass before them. What was once viewed as a hallucination phenomenon is now more clearly understood in terms of the brain's capacity to process millions of images in micro- 19 seconds. Houston's subjects rehearse musical, a th le tic , or lite ra ry s k ills ordinarily requiring hours of practice time in the acceler ated mental process (AMP) time of five minutes. Subjects emerse themselves in a lig h t trance state of consciousness and emerge from this state with a sense of (a) having been in a more flu id conception of time and space, (b) having practiced for hours, and (c) demonstraring considerable improvement in the s k ill of th eir interest. At the present stage of development, this technique of A M P is particularly effective in rapidly improving physical and a rtis tic s k ills . Houston proposes that this occurs because of the combination of the motor cortex of the brain being activated in conjunction with already stored kinesthetic and visual imagery. Limbic Brain Stem-Frontal Lobe Influence (6) Dr. Merlin Wittrock (1980), of the University of California at Los Angeles (UCLA) Graduate School of Education, has pointed to the role in learning of two major portions of the brain--the limbic system and the frontal lobes. Dr. Joseph Bogen (1975), noted researcher of the hemispheric brain, indicates the influence of the limbic system in information processing. Affective informa tion in the brain appears to be transmitted more readily than cognitive information because of the limbic system's connections that are in the brain stem where most information passes in tran sit. Dr. David Goodman (1979), fu tu ris t and neurologist with the Newport Neuroscience Center, has written of the role of the frontal 20 lobes in higher intelligence. The frontal lobes are involved with foresight, self-awareness, and creative insight. Goodman refers to a Russian mode of education with an emphasis on frontal lobe development called Psychic Self-Regulation (PSR) used with cosmonauts and Olympic-class athletes. PSR consists of intensive training in active imagination, concentrated attention, and enhanced self-control incorporating elements of autogenic training, yoga, biofeedback, and suggestology. Goodman states that curricular applications of this type of training w ill have to come from educators. Repetition-Reinforcement Obsolescence (7) One of the potentials of the brain mind revolution is a new perspective on the long established educational procedures of repetition and reinforcement in learning and teaching. Educational psychologist Merlin Wittrock, at UCLS's Graduate School of Education, states in a recent a rtic le , Repetition and reinforcement for behavior may not lead to sustained interest and attention. Some of the older interpretations of the maintenance of behavior seem questionable in the lig h t of recent research in neu rology and cognition. Repetition and reinforcement behavior seem lik e ly sometimes to lead to disinterest. The brain responds, at least momentarily to novelty, to the unexpected event, to discrepant information. For learning in schools, techniques other than reinforced practice, d r ills , and reviews seem lik e ly to stimulate interest (1980, p. 6). New Approaches to Memory (8) There is remarkable historical evidence of the apparently unlimited capacities of human memory in a time when information was dependent on the oral tradition transmission. The Maoris have elders trained in the memorization of the Vedic scriptures who can recite the history of the group for over 45 generations covering 1000 years. The Shass Poliaks memorized every work of the Talmud and knew exactly the place on the page where each word belonged. In the Greek traditions, Xerxes was said to know the names of the 100,000 m en of his army and Themistocles the names of the 20,000 citizens of Athens. Russell (1979) has proposed that the categories of memory are much more varied than ordinarily acknowledged. He cites v irtu a lly untapped varieties such as the memory of birth; memory during operations or while unconscious; trauma memory; Penfield's electrode memory discovery of the human memory system that records everything that happens in a lifetim e; the body memory of Rolfing, a deep massage technique; the l if e review memory of a near-death experience. Luria (1968), in a remarkable account of a 30-year study of Solomon Sheresheveskii, a newspaper reporter with apparently unlimited memory capacity, details the process of synesthesia in memory. Synesthesia, or cross-sensing, is the "stimulation of one sense that makes images in a different sense" (Brown, 1980, p. 10). Sheresheviskii' s (S) prodigious memory appears to have operated by associative clues in the environment, which his synesthesic abilties processed in images. For example, when (S) was asked to recall a l i s t of several hundred nonsense syllables eight years : _____________ after learning them, he began the recall process by stating, Yes... y e s ... this was a series you gave m e once when you were in your apartment... you were sittin g at the table and I at the rocking c h a ir... you were wearing a grey suit and looked at m e like t h is ... and then (S) proceeded to reel the series off perfectly (Russell, 1979, p. 133). Or another time when asked i f he would remember the way home, (S) replied, How could I possibly forget. A fte ra ll, here is this fence. I t has such a salty taste and feels so rough; furthermore, i t has such a sharp, piercing sound (Russel 1 , 1979, p. 133). There are a number of sources in this area of particular interest to educators. One is Buzan's (1976) brain-pattern memory techniques, developed as an alternative to the usual way students are trained in note-taking and lis ts . Another is C astillo's (1974) exercises on making use of the senses and Russell's (1979) studies of the efficiency of visual memory over verbal memory. Houston (1977) gives a very useful account of the mind of Margaret Mead and the unique educational process Mead was given which preserved her extensive synesthisic memory throughout her l i f e . Ferguson (1973), in a compendium on the brain mind revolution, devotes a chapter to the question, and to research answering the question, as to whether humans have five or 20 senses. Jaensch (1930) devoted a lifetim e to the study of synesthesia and believed that i t was a natural human a b ility unfortunately educated out of most individual s. 23 Endorphins" and Education (9) Endorphins are a recently discovered family of brain substances that appear to have powerful effects on human behavior. They appear to have a major role in memory, addiction, psychosis, epilepsy, altered states of consciousness, and physical and emotional pain (Ferguson, 1979). Because of the recentness of their discovery, there is much speculation and a lack of research consensus on their purpose and applications. In this study, increased knowledge of the role of endorphins in hum an addiction and its subsequent treatment was proposed with education gaining new information on human motivation and behavior changes because of such knowledge. Economic Influences on Biotechnology (12) Biotechnology is defined in this study as the extended use of human capacities through the technology of the body mind system. The concept proposed in this development is th a t,- with the increasing costs of various types of learning hardware in educational settings, there may be a new impetus for acceptance and application of the resources of biotechnology. Brain as Model Builder (13) Jerison (1973) proposes that the brain is a model builder of re a lity . I t functions to make sense out of re a lity by applying models to i t . Wittrock (1980) points out that recent research on the brain and in cognitive psychology suggests "that the atten- tional and encoding systems of the brain, not only the nominal 24 external stim uli, are actively involved in the construction of meaning that we call learning in schools" (p. 3). This does not imply that structure in learning situations or educational stimuli is unimportant in schools. Rather, Wittrock puts the emphasis on a learner's internal selective attention and its transformation of learning stimuli as the more influencial process in learning. Holographic Brain-Holographic Universe (14) In 1947, Dennis Gabor discovered a new photographic process and received the Nobel Prize for the invention of holography in which the whole of an image is encoded in every part. Dr. Karl Pribram (1971), of Stanford University, formulated the operational idea of the brain as a hologram in contrast to e a rlie r notions of the brain as a type of mechanical computer or switchboard. Som e aspects of the hologram model of the brain include the concept of the brain as a lig h t pattern system with unlimited storage space and information that is transmitted and received via frequencies. Pribram's research explores the po ssibility of every human cell being coded with information about the whole human organism. Memory, in the hologram model of the brain, is distributed throughout rather than being located in any specific place. The holographic universe is also based on the principle of the hologram with frequency or vibration as the underlying base of all re a lity and the concept that the whole is encoded in every part. The educational implications of the holographic model of the brain and the universe are being explored by Dr. Jean Houston C \ J (1978, 1980). Of particular interest to educators are volume 1, number 5 and volume 2, number 6 of Houston's publication Dromenon, featuring articles by P e lle tie r, Grof, Ferguson, and Houston on the hologram model of the brain and the universe. Computer and Information Processing Models (15) Much has been written on the analogy of the computer and the human brain, with the computer acting as a model for increased understanding of how the human brain operates. Pribram's (1971) holographic theory of the brain as an information processing system with in fin ite capacity in which each part contains the information of the whole has been influencial in demonstrating the sim plicity of previous computer-brain analogies. The computer as a stimulus controller, as a response recorder, as a data analyzer, as a simulator of behav ioral and brain processes has proved invaluable. As a source for insight into brain function, the current serial processing computer leaves something to be desired, but i t is better than the switchboard that m y teachers had to use to make m e understand the prin ciples of the brain's mechanisms (p. 388). A current computer theory of particular interest to educators is Dr. William Berquist's (1978) bifurical computer proposed on the model of simultaneous digital and analog computing which Berquist sees as analogous to the right and le f t brain processing of the human brain. Berquist's concepts are discussed in educator's terms in Edwards's book, Drawing on the Right Side of the Brain (1979). - 26: Neurologically-Based Individualization (16)__________ Neurologically-Influenced Curriculum and Methodology (17j~ Neurologically-InfTuenced Testing Designs (18) Neurological Influence from Content to Context (19) One of the essential questions of the brain mind revolution in terms of education is what kind of impact w ill actually be evident in schools. Developments 16 through 19 are som e of the specific areas that have been proposed in this study by the Panel of Eminence. Edwards (1979) has elaborated on the need for a much more diversified curriculum and methodology in education based on findings made in braiin mind research over the last 15 years. Houston (1979) has used the metaphor of "snowflake conscious ness" to indicate the vast range of individualization among human beings in terms of neurological facets of consciousness and mental processes. She illu s tra te s this in terms clear to educators with stories of her teaching experiences in the inner city and her discoveries of children capable of rewriting linear print tests in modes more accessible to their visual or kinesthetic capabilities. Grady (1978) in a Phi Delta Kappa publication, Education and the Brain, has pointed out some of the teaching and testing lim itations of the current education system, including - Left brain reading as the primary method of teaching and testing - Testing constructed primarily with a linear and sequential format geared to verbal rather than visual content - Non-existent opportunities for students labeled as "slow learners" by le f t brain c rite ria to demonstrate their a b ilitie s in the right hemisphere - Neglect of genius, which depends on both modes of hernia spheric processing operating simultaneously ____________________________________________________________ : ____________m Grady's contentions are supported by Robinson (1977) and Dr. Tom Roberts (1978, 1980). Roberts, who is with the Department of Learning and Development at Northern Illin o is University, has been working extensively in the specific applications of recent brain mind developments to educational theory and practice. Noted neurologist Joseph Bogen (1975), in an a rtic le written for the UCLA Educator Newsletter and featured more recently in the Feb ruary, 1979, issue of Dromenon, discusses results of recent hemi spheric brain research and covers a wide.range of possible im pli cations for education. Triune Brain Learning Influences (20) Nonverbal Brain Intercommunication Systems (21) Dr. Paul MacLean (1977), Chief of the Laboratory of Brain Evolution and Behavior, has proposed the theory of the triune brain and detailed some of the implications for education. MacLean's theory of the triune brain has also appeared in a more popularized version in Dr. Carl Sagan's book about evolution, Dragons of Eden (1977). MacLean's model of the triune brain suggests that there are three brain systems co-existing in the same head—the old rep tilian brain, the newer mammalian or limbic brain, and the most recent, the neo-cortex. Each of these brain systems has its own evolutionary functions and differences in structure, chemistry, sense of time, sense of memory, and motor capabilities. Of particular interest to educators might be the reptilian brain's responsibility for processing im itative behavior patterns, 28 instinctive reversion to what was done before, and poor learning a b ility for new situations. The mammalian brain, through the limbic system, generates feeling and empathic associations. The neo cortex is the source of language processing and abstraction. Educational implications of the triune brain are theoretical at this point. But there appear to be interesting future possibilities in this model for a greater understanding of learning styles, patterned behavior, conditioning and de-conditioning processes. Models such as MacLean's also open the area of intercommuni cation systems between various brain layers. While information on the nature and operations of such interbrain communication systems remains speculative and highly theoretical at this point in time, i t is possible that information discovered in the area of interbrain communications may have implications for the process of human learning. Neurology and Neuropsychology Training (22) Experience Apprenticeships in Learning How to Learn (23) Learning How to Learn Tests (24) Telepathic and Parapsychological A b ilities Training (25) Effects of Parapsychological Teacher Training (26) A major subset of the developments in this study contributed by the Panel of Eminence centered on the area of educator training. Wittrock (1980) maintains that those interested in the processes of learning and instruction cannot afford to be isolated from neurology, neuropsychology, and related fields in the brain sciences. Much recent lite ra tu re has stressed the importance of learning how to learn. Leonard (1968, 1975., 1978) and Postman and Wein- ----------------------------------------------- ----------------------------------------------------: ___________L A partner (1969, 1977) have been vocal advocates of this process. Gerjuoy (1974) has summarized much of the sentiment in this area with the following statement. Tomorrow's illit e r a t e w ill not be the person who hasn't learned how to read, but the person who hasn't learned how to learn ( Future Shock, p. 234). This theme has also been continuously reiterated in the lit e r a ture of educational fu turistics (T o ffler, 1974; Kaufmann, 1976; Shane, 1973). However, the research of the brain sciences now available to contribute experimental support data from the vantage of another discipline provides an additional dimension, even more fundamental, on the importance of the 1earning-how-to-learn process. Ostrander and Schroeder (1979) spend a chapter on the develop ment of bio-rapport. Bio-rapport is a new term developed by the Soviets for telepathy and refers to "thought transference, communi cation without the use of the five senses" (p. 227). In a report of an extensive series of experiments, Ostrander and Schroeder report on recent research documenting the evidence that marital partners, children and parents, and owners and their pets when tested demonstrate a bio-connection whereby telepathic information is exchanged, often on an unconscious lev el, that is registered by changes in the skin, temperature, and body processes. Information in this area seemsto suggest that the connection is not just of the mind but of the whole person. The metaphor of music seems to also have meaning in that the elements of attunement, rhythm, and pulsing beats seem to be involved in this communication process. Thus, the appropriateness of the Soviet's expanded term bio-rapport. ________________________________________________________________________________________________________________________________________________________________________ : _____________________________ - M The educational possibilities of teacher training in the telepathy of bio-rapport as suggested by the Panel of Eminence are in the realm of the future. The evidence presently being gathered on the expanded human potential of bio-rapport, however, places such developments in terms educators may find more accessible. Chemical Increase of Intelligence (27) Use of Anxiety Relieving Drugs (28) Legal and Illegal Drugs (29) Learning Drug Obsolescence (30) The educational world is not unfamiliar with the possibilities of drugs and learning. Recent controversy over the use of the drug R ita lin , used to improve attention and reduce impulsivity in hyperkinetic children—and accused of deterring learning--is a case in point. Ferguson (1973) refers to the epidemic proportions of some types of drugs among school-age youth and the general population. A more, recent entry into the arena of drugs and intelligence are the endorphins and enkephalines, chemicals found within the brain its e lf. A current distinction is that enkephalins are found only in the brain while endorphins can be found elsewhere in the body. The potential of these substances and their role in various mental and behavioral processes is being identified by current research. What is known at the present is that these powerful substances are involved in such phenomenon as addiction, memory, bio-electrical ac tiv ity in the brain, and the transmission of signals to the nervous system (Ferguson, 1978). Research on drugs affecting consciousness done noteably __________________________________________________________________ ; 31^ by Grof (1976, 1979), L illy (1972), and Tart (1975) suggests that there is much more to the human mind than previously imagined. Grof's work done as Chief of Psychiatric Services at the Baltimore Research Center has documented the archetype imagery and experiences of drug subjects from widely differen t backgrounds, presenting what appears to be a wealth of information on the multiple individual and collective layers of the human mind. An interesting commentary on drug research is that i t often acts as an impetus for exploration of the brain mind its e lf. As Ferguson (1973) has noted, the larger fro n tier of the human brain mind is so unexplored that an understanding of drugs and th eir effects may well remain a mystery for a long time to come. Weil (1972), author of the Ford Foundation report on drugs and a subsequent book, The Natural Mind,-proposes that the use of psychedelic drugs in a culture is part of a much more fundamental human desire to achieve non-ordinary states of human consciousness. Dr. Jean Houston, a leading pioneer in the exploration and develop ment of human potential through non-drug states of consciousness, has noted that anything which the mind is able to create under the influence of drugs is able to be created by the natural mind in non-drug states of consciousness. More recently, the accumulating lite ra tu re on the possibilities of the human body-mind link from the fields of athletics and ho listic medicine increasingly suggests a v irtu a lly untapped panorama of non-drug states of consciousness and expanded a b ilitie s . Notable in this lite ra tu re are Hickman (1979), Murphy (1977, 1979), Swartz (1978), Oyle (1978), P elle tie r -------------------------------------------------------------------------------------------------: __________ —3 Z (1979), and Shealey (1977). Multimodal Learning (31) _____ ? ^ _______ ____________ Mul tisensory Del i very Systems -(-32) - - Neurologically Influenced Learning Environments (38 The concept of multimodal learning is not new to the educational world. Much has been said and written about this topic from the perspectives of c re a tiv ity , special education, and, more recently, m ulticultural education. But multimodal learning has, nevertheless, retained the status of a f r i l l , something i t would be nice to do i f there were just more time and resources. I t is not a p rio rity in teacher training or in school system implementation. The brain mind revolution, however, adds additional support and new evidence for this area which is at least recognized by educators. Edwards (1979) believes that teachers have always known that children learn in different ways. The hope is that the advances in brain research w ill shed some lig h t on how to teach a wide variety of learners equally well. Edwards states, In the future we may come to regard forcing children to change their natural learning model with the same dismay that we now regard the idea of forcing a change in hand w riting. Soon we may be able to test children to determine their best learning styles and choose ; from a potpourri of teaching methods to insure that children learn both visually and verbally (p. 195). And visual and verbal learning are only one part of the spectrum of multimodal learning that comes naturally to the human learner. Houston (1978) addresses the issue of the "extended sensorium" in which at least five senses are intensively developed and u tilize d in the learning process. Houston has studied Margaret 33 Mead, much as Maslow (1971) studied actualized persons, to learn more about people who live in the extended sensorium of fu ll use of th eir five senses at least. Houston's (1979) account of Mead's early education describes an education that was saturated with and array of sensory stim uli. She was encouraged to use all of her senses simultaneously in all a c tiv itie s , even the most abstract ones. Houston states, Given this rich se n sib ility, Margaret acquired an un usual a b ility to store memories and learn abstract material rapidly. W hen a sensorium is as consciously developed to the extent that i t was in young Margaret, then the child and the adult she becomes has more "hooks and eyes" as i t were to catch and keep the incoming information, and then relate i t to other information stored in the sensorium. Nor was she lim ited to her five senses. Throughout her lif e she kept up her child hood capacity for synesthesia (cross sensing) which most children have by then lost because i t is discouraged. A synesthete can hear color, and see sound, taste time, and touch aromas (p. 41). I t is a commentary in its e lf on the state of public education that Mead's parents, who were educators, periodically educated her at hom e because of the gap they saw between education and school ing. Houston's work, done nationally with educators and other professionals in the helping professions, focuses on providing personal experiences which put educators in touch with their ow n expanded sensorium and the untapped capacities that have been forgotten. In the increasing accounts of the expanded sensorium, whibh appears to be a natural part of the human learning legacy, the work of Jaensch (1930) is important. Jaensch spent a lifetim e’ studying visual phenomena and eidetic imagery, which is commonly __________________________________________________________ : ___________34_| known as photographic memory, but with the added capacity of moving and changing such visually held memories. Jaensch's con clusion was that eidetic imagery is an in trin sic a b ility of the human child and that most people could "preserve the process i f they were not subject to a s te rile , passive educational process" (Ferguson, 1973, p. 247). Luria's detailed account of the processes of a gifted synesthete and eidetic imager in Mind of a Mnenomist (1968) describes a range of human experience in information pro cessing that is rarely recognized, much less developed in educational processes. Wittrock (1980), in addressing educators on the implications of the brain mind revolution, points out the importance of recog nizing the essential need for multimodal education to an extent that i t has never been applied. Instruction using a single objective at a time, or an assumption that a single meaning, corresponding to a meaning given by the teacher, is learned is naive. A variety of organizations, strategies of information processing, and sequences of instruction for differen t contexts, people, and subject matters seems more lik e ly to accomodate and fa c ilita te the sophisticated m ultivariate processes of our brains (p. 6). Educational Research (33) Dr. Merlin Wittrock, of the UCLA Graduate School of Education, has spent a number of years bridging the information gap between brain scientists and educators. Wittrock has commented that many of the sim plistic stimulus-response paradigms presently used in the study of teaching and learning are not conducive to linking education with the findings of recent brain research on mental ______________________________________________________ ; 35_ process and function. Wittrock believes that "educational researchers who study learning and instruction cannot afford to remain isolated from neurology, neuropsychology, and related fields" (1980, p. 9). The educational research possibilities of the brain mind revolution appear lim itless. Replication and application of the work of Jaensch (1930), Luria's (1968) study of synesthetic memory, and Houston's (1979) work on the extended sensorium— to name only a few possibilities--suggest valuable research in educational settings. The study and re p lic a b ility of models on a national level, such as the Mead School in Byram, Connecticut, based on the sensory-rich education received by Margaret Mead, again suggest a renaissance for American education. As dialogue increases between educators and brain scientists, the partnership suggested by Chall and Mirsky (1978) can be ac tual ized. Neurological hypotheses and theories w ill need to be tested and applied in classrooms and c lin ics. And knowledge from the classroom and from educational research w ill need to be fed back to the neuroscien tis ts for the modification and refinement of their theories (p. 377). Neurologically-Influenced Educational Legislation (34) This development focused on the information coming out of the non-traumatic birth methods and the resulting birth centers that may need to be established to implement such information. Research on brain developments from conception to birth has been investigating the capacities of the fetal brain. There is speculation that the human fetal brain in the third trimester of pregnancy _____________ ^36, may be capable of some language or affective vibrational comprehen sion. Leboyer (1975)» a noted French obstetrician, has proposed that infant mental and sensory processes are far more developed than has been previously recognized. Leboyer has proposed that the unintended but nevertheless actual violence of current birth methods causes unnecessary trauma to the developing human. Impli cations of Leboyer's work are that such in itia l trauma may result in a loss of in trin sic human capacity. Although research in this area is ju st beginning, a follow-up study of Leboyer-birthed babies shows such babies to be ambidexterous, above average in intelligence, and exceptionally well adjusted (Ferguson, 1979). Other studies of human infant capacities, such as L ip s itt (1977), a 20-year cross cultural study, have indicated that the human infant is capable of greater sensory and learning proficiencies than previously believed. L ip s itt's study details the extensive range of color and detail discrimination, depth perception, hearing, taste, smell, and touch a b ilitie s of the human infant. The implications of these studies of the prenatal and infant human are that, at the e a rlie s t stages of development, the human being is capable of fa r more than has been considered. As this research continues, education may be required to contribute to far more than early childhood and Headstart programs. Developmental Control (36) Developmental Brain Education (37) Dr. Paul-MacLean (1977), Chief of therLaboratbry of Brain Evor lution and Behavior of the National In stitute of Mental Health, has indicated the importance of coordinating educational processes with the development of the brain. He suggests that Headstart-type programs have succeeded or fa iled based on awareness of this kind of timing. Developmental psychology has certainly focused on this issue. Along the same lin e , educators have been made aware in a more general way of the link between learning and developmental readiness through the work of Piaget (1952). Dr. Merlin Wittrock (1980), of UCLA's Graduate school of Education, has stated, The relation between developmental neuropsychology and other areas of developmental psychology promises to lead to a match between the timing of instructional treatments and the development of the learner. Know ledge about the different rates of intellectual de velopment of differen t groups or individuals coupled with an understanding of the development of the brain with age could inform and improve the timing of in struction in schools (p. 7). One of the elements of the brain mind revolution is the revision of a very mechanistic view of human development. A major implication of recent brain mind research is that "experience changes the brain" (Ferguson, 1973, p. 262). Ferguson reports a series of studies which have provided the evidence for experiential changes in the physiology of the brain. Rosenweig (Ferguson, 1973), at the University of California at Berkeley, experimented with rats placed in enriched environments. W hen the brains of these rats were dissected at the end of the study, they were found to have heavier, thicker cortices and a greater total amount of important brain enzymes. Callaway (1970), at the University of ___________________________________________________________________________\ < 3 8 Toronto, in seeking to understand such molecular level changes in brain physiology, has proposed that enzyme production changes stimulated by the environment are triggered through the c e ll's metabolic resources. The demands made on the metabolic process resulted in more e ffic ie n t enzyme production. The same mechanism that causes physiological changes in muscle cells responding to exercise and in skin cells responding to an injury operates in brain cells responding to a learning process. This type of accu mulating data marks the obsolescence of long-held assumptions about preprogrammed genetic attributes and the unchanging nature of the central nervous system that have labeled the brain and its capacities as static and immutable. Research on early stimulation and enriched environments for humans are demonstrating the remarkable p la s tic ity and untapped potential of the human brain mind. The e a rlie r work of intelligence investigators Gal ton, Terman, and Gessell , and their interpretations of innate genetic a b ility that is unable to be changed, is refuted by the work of Engelman and Engelman (1966 ) , Stoner (1914:), Montessori (1937), and Clark (1979). Dr. Barbara Clark's recent book, Growing Up Gifted (1979), is a compendium of i n t e l l i gence studies both within and outside of education and offers a paradigm of intelligence reflecting a dynamic, changeable model. Developmental studies of humans are finding that they are far more endowed with learning a b ilitie s than was previously believed (L ip s itt, 1977; Bowers, 1971; Marg, 1977). A particularly interesting study from an educational viewpoint, -------------------------------------------------------------------------------- - ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- : ______________________________ J i j done by Dr. Rich Heber (197q), of the University of Wisconsin, placed children of mentally defective parents in an intensive enriched environment, which resulted in large increases of the children's intelligence as^measured by standard IQ tests. This approach has been duplicated in special programs in C alifornia, New York, and Illin o is with the same results. In the lig h t of the information that is accumulating out of brain mind research, perhaps the information gap of most concern to educators is the "lagging acknowledgement of the vast human potential for learning" that the brain mind revolution is documenting (Ferguson, 1973* p. 287). Adolescent Brain Growth (36) MacLean (1977) extends the growing information on untapped po ssibilities of human beings from infancy and early childhood to adolescence. MacLean is known for the triune brain model, which proposes that the human brain has three major layers of development-- the rep tilian brain of imitation and repetition, the mammalian brain of emotion and feelings, and the neocortex of language and abstraction. MacLean (in Chall & Mirsky, 1978), in a section detailing the recent evolutionary brain developments of the human species, discusses the development of the human prefrontal cortex portion of the brain. Clinical indications point to the prefrontal cortex's role in planning and insight into the feelings of others. This brain development marks an evolutionary milestone quite differen t from the capacities of _________________________________________________________ 40 the rep tilian and mammalian layers of the human brain. Interestingly, the prefrontal cortex of foresight and planning physically ties into the limbic layer of feelings and empathy. MacLeah proposes, I t is possible that these large evolving parts of the brain are incapable of coming into fu ll operation until the hormonal changes of adolescence occur. I f so, i t would weigh heavily against the claims of those who contend that the personality is fu lly developed and rigid by adolescence, i f indeed not by the age of five or six (p. 56). This is of particular interest to educators, especially those teaching at the secondary and undergraduate levels. The course of adolescence as a c ritic a l and impacting aspect of human develop ment has been commented upon in a variety of professional lite ra tu re . However, MacLean1s proposal of the activation of brain a c tiv ity by hormonal changes that occur in adolescence adds an important new perspective to this stage of human development. Cultural Neurological Education (39) In the 1930's a school of philosophy called general semantics pointed out that thinking and the perception of re a lity is influenced by the particular language used (Bolinger, 1968). This concept became more popular in the 1950's when the Whorfian hypothesis, advanced by linguist Benjamin Whorf (1957), proposed that language is in essence a type of glasses with more or less warped lenses through which an environment is perceived. The classic example is of the Eskimo's 20-some words for differen t snow conditions which do not exist in the English language, with the result that English speakers are unable to discriminate those 20-some snow 41 conditions that are obvious to the Eskimo without special training in such discrimination. In the 1970's attention moved from the r e a lity -filte rin g inherent in language to the even greater r e a lity -filte rin g inherent in a culture. Chi 1 ton-Pearce (1971, 1975 , .1977-) details the process whereby culture takes over and heavily influences perceptions of reality--both physical and psychological. What one culture considers normal does not exist or is considered abnormal in another. Likewise, expansions and lim its of human a b ilitie s are influenced by those capabilities which a culture deems valuable or impossible. What is considered possible, normal, and valuable is given the cultural energy of lin g uistic recognition, education, and the contributions of time and resources. Out of such dynamics come the acute visualization a b ilitie s of the Eskimos, developed as a survival response to a continuous white environment, or the 26 senses of the Arunti of Austraila, who hear colors and see sound in the cross sensory richness of human responses to a demanding, sparse desert te rrain . Based on this kind of cross-cultural data and the dawning recognition of the wide array of perceptual a b ilitie s that are available to humankind, the United Nations has proposed an inventory of such human resources. Houston's (1978) work in the laboratory of the Foundation for Mind Research, and in demonstration seminars around the country, is aimed at demonstrating that a wide array of such a b ilitie s are untapped potentials in every human being's brain mind legacy which are snuffed out in the rites of childhood, formal education, and acculturation. Most of us are raised to have the experiential intake and fa c ilitie s of a much more lim ited and bounded culture. W e have not educated our conscious receptors to take in the amount of information and multiple . levels of knowing that we need for modern decision making. W e are s t ill being educated for the demands of the early nineteenth century. W e use but a frac tion of our capacities--perhaps ten percent of our physical capacity and five percent of our mental po te n tia l. W e liv e as crippled, lim ited versions of who and what we really are (p. 15). In describing the work of the Foundation for Mind Research, Houston continues, I have been involved with the creation and implementa tion of such programs for some time now, and for the last twelve years at the Foundation for Mind Research, we have found that human potential is a vast and inexhaustable resource. W e have discovered, for ex ample, that most people given an opportunity and educa tion can realize more of th eir potentials in varying degrees. They can learn to think in images as well as in words, to practice in subjective time the re hearsal of s k ills , and to experience the acceleration of thought processes. They can experience cross-sensing, the self-regulation of pleasure and pain, and acquire voluntary control over some of the autonomic functions by means of biofeedback and autogenic training (p. 15). Houston concludes, To evoke and work with these capacities is to restore the ecological balance between inner and outer worlds. I t is to move beyond the conditioning and cul de sacs of our present environment and to bring individuals into very differen t relations in th eir worlds (p. 16). In a 1977 conference en titled "Exploring Human Potential," sponsored by the Science Museum of Minnesota, Dr. Stanley Krippner, Past president of the Association for Humanistic Psychology, addressed the vision of expanded human potential opened by cross 43 cultural knowledge and the role of future education in the acqui sition of such potential. Each of us has been the beneficiary of our cultural heritage and the victim of our cultural narrowness. But with the advances of communication, we are not lim ited. W e can choose from a cross-cultural smor gasbord those a b ilitie s and potentials we would 1 ike to develop (p. 1). Teaching Learning Neural Synchronicity (40) In Ostrander and Schroeder's (1979) description of the changing notion of re a lity that is emerging from physics, psychology, and neurology, reference is made to Dr. Charles Muses' (1972) notion that the ultimate nature of the universe may be closer to the ways of music than those of the machine or chance. The structure of the wave appears to be the underlying form of everything. Thus, the capacity of music, rhythm, harmonics, resonance, and pulsing beats to open the reserves of the mind making a connection with the larger vistas of re a lity . Laboratory studies done with groups of spouses, parents and children, owner and th eir pets have documented a type of resonance lin k which is not recognized often consciously but is registered by body response. Som e unknown surprise action done to one of the pair showed up simultaneously in skin, temperature, or blood volume changes in the other (Ostrander & Schroeder, 1979). Dr. Robert Samples (1973, 1976, 1977), an innovative educator in new approaches to science instruction and an expert in c re a tiv ity , in exploring the fie ld of microdynamics, has proposed that this 44; same type of harmonic resonance may be important in future teaching- learning experiences. The concept of the brain as a harmonic system in which the idea of music is a valuable construct comes from the research currently being done at U. C. Berkeley and other places in microdynamics. Microdynamics is the study of physical systems in which every physical material is found to carry a harmonic. An interesting phenomenon found in this research is that materials w ill physically migrate to a high resonance area. The implications are that the brain may operate as a resonating system whereby neurochemicals in the brain are brought into symmetrical formats by the central resonances. Knowing more about creating or synchroniz ing brain harmonics in education may open new applica tions for accelerated or in-depth learning (1980). Extension of Psychological Parameters (41) At this time in the 1980's, there is scarcely a s c ie n tific fie ld that is not in the process of extending its parameters due to an influx of new information and new interpretations. Psychology is no exception to this process. The specific develop ment contributed in this study was in reference to the obsolescence of the term parapsychology, with societal acceptance that everything the human mind is capable of doing is normal. With this recogni tio n, the curricular legitim ization of processes such as dreaming, deja vu, prescience, precognition, and telekinesis could be anticipated in public school systems. All of the above processes are categorized under the current label of psychic phenomena or psi. A l i t t l e a fter the f ir s t World War, noted horticultural genius Luther Burbank proposed that the time was coming in science when the wonders of the human mind that have been labeled as mystical and psychic would take : « s c ie n tific prominence, and that psychology would be only the f ir s t of a great body of the sciences concerned with this area of knowledge (Ferguson, 1973). Less than 50 years la te r, in the 1970's, public attention turned to the Soviet work being done in the area of psi phenomena. One of the major insights of this work has been that what had been thought of as rare psychic a b ilitie s were "widespread human a b ilitie s , a b ilitie s that many people might learn to use" (Ostrander & Schroeder, 1979, p. 187). The work of J. B. Rhine (1967) for the la s t two decades at Duke University has been focused on the identification and s ta tis tical processing of psi a b ilitie s . In 1969 the American Association for the Advancement of the Sciences (AAAS) recognized parapsychology as a specific fie ld of s c ie n tific inquiry. In 1979 Dr. W illis Harmin, Director of the Center for the Study of Social Policy at Stanford Research In s titu te , addressed the annual meeting of the AAAS on the implications of psychological and psychic research findings. Harman (1977) has proposed that science has come to a crucial fork in the road whereby a new paradigm must be created that includes the study of human consciousness as a center focus rather than a fringe element. To this end, a group of concerned scientists headed by Harmin and astronaut Edgar Mitchell have formed the recent In stitute for Noetic Sciences. In summarizing the extensive work that continues on the psi phenomena of dreaming, deja vu, prescience, precognition, telekinesis, and others, Dr. William T ille r , international author ity on c ry s ta lliza tio n , has proposed that several unique aspects _________________ _46: of exploring re a lity are involved in the study of psi, including new types of energy fie ld s , hologram configurations that interconnect at some level a ll substances in the universe, and d ifferen t types of space and time relations (Ferguson, 1973). Of most interest to educators, perhaps, is the fact that psi curriculum materials are already at hand. McConnel (1970), a biophysicist at the University of Pittsburgh, has written a curriculum guide to psi phenomena designed for various age groups. Ferguson (1973) reports a number of courses around the country ranging from high school through university levels. Education and Religion (42) This development in the study has proposed a bridging role for education in the potential controversy that might develop between the new brain mind a b ilitie s available to the general population and conventional religious groups. An area of education that has paid particular attention to the societal responsibility of education to enhance an individual's a b ilitie s to ably and sensitively respond to change is educational fu tu ris tie s . Dr. Alvin T o ffle r, author of Future Shock (1971) and Learning for Tomorrow: The Role of the Future in Education ( 1 9 7 4 ) states, Education, however, is not ju st something that happens in the head. I t involves our muscles, our senses, our hormonal defenses, our total biochemistry. Nor does i t solely occur within the individual. Ed ucation springs from the interplay between the in di vidual and a changing environment. The movement to heighten future consciousness in education, therefore, must be seen as one step toward a deep reconstruction of the links between schools, colleges, universities, 47 and the communities that surround them. The ultimate purpose of futurism in education is not to create elegantly complex, wel1-ordered, accurate images of the future, but to help learners cope with r e a l- life crises, opportunities, and perils. I t is to strengthen the individual's practical a b ility to anticipate and adapt to change, whether through invention, informed acquiescence, or through i n t e l l i gent resistance (p. 13). With the myriad new images of expanded human potential that are inherent in the brain mind revolution, the bridging function of education w ill be essential whether i t acts between old and new ideas in religion, science, psychology, physics, biology, or any other area of human knowledge and understanding. Brain Mind Developments: Participant-Contributed Bioenergy (46) Mishlove (1975) reports that in the 1920's the Russian histologist Gurvitch noted that all livin g cells produce an invisible radiation, shorter than ultra vio let rays, called mitogenic radiation. Several decades la te r another Soviet researcher, Tarusov, studied the electromagnetic luminescence emanating from plant leaves and cells with the use of sensitive photoelectric equipment. Fluc tuations in this luminescence appeared to have a relationship to metabolism and to any disturbance in the plant's environment. Out of this work has come the electrodynamic theory of l if e developed by Burr and Ravitz that proposes an electromagnetic matrix surround ing all living organisms (Mishlove, 1975). Evidence for this matrix has been found in sensitive instrumentation measuring : ___________ a c tiv ity during the healing processes of bone and tissue injuries. Recently publicized work in this area has been done in the laboratory of Dr. Thelma Moss at the University of California at Los Angeles.(Mishlove, 1975). Moss's work has been with high voltage or Kirlian photography, which produces images on photographic film using no lig h t source except a luminous corno-discharge on the surface of an object which is placed in a high voltage, high frequency e le c tric fie ld . Kirlian photography has been used to document the electro-magnetic luminescence surrounding plant leaves and human fingertips with the changes evidenced in these organic structures during injury, healing, and em otion-filled environments. Even more recently, there has been investigation of a biological plasma surrounding organic bodies which is classified as a fourth ion state of matter, neither solid, liq u id , or gas (Mishlove, 1975). However, research in this area, as well as in mitogenic radiation and electro-magnetic matrixes, is at a preliminary stage, with the biophysical and medical disciplines s t ill charting maps of understanding. The educational implications of such developments remain in the future. Biorhythms (47) Luce's compendium book on biorhythms, Body Time (1971), compiles a myriad of ways in which the human organism appears to keep time with the much larger dynamics of the universe, includ ing lig h t, solar a c tiv ity , magnetic fie ld s , and free e le c tric ity . Waking and sleeping patterns are established according to cycles of lig h t and darkness. Hum an adrenal, pineal, and sexual hormones follow a 24-hour circadian production cycle which changes with the seasons according to the amount of available sunlight (Cott, 1973). Increasingly sophisticated knowledge of the human organism's relation with various solar and electro-magnetic phenomena may suggest possible implications for education that go far beyond the popular biorhythms fad information currently available. Brain Mind Alliance with the Arts (48) The Rockefeller Foundation report on the state of the arts in American education, Coming to Our Senses (1977), concluded with a major recommendation that the fundamental goals of American education would be realized only when the arts become central to an individual's learning experiences in and out of school and at every stage of lif e . In the classic Visual Thinking (1969), Arnheim has stated, A rtis tic ac tiv ity is a form of reasoning in which perceiving and thinking are in d ivisibly intertwined. A person who paints, w rites, composes, dances... thinks with his senses (p. 124). Arnheim suggests that the sim ila rity of what the mind does in the arts and what i t is then able to do elsewhere gives the arts a crucial position in education. Koestler (1967) has pointed out that language and the verbal processes can become a screen standing between the thinker and re a lity and that c rea tivity often starts where language ends. __________________________________________________________; ____________ 50j Dr. Betty Edwards (1979) describes the process of drawing as a sh ift from verbal analytic processing to a spacial, global way of processing information. Edwards presents data from the recent s p lit brain research in terms of interest and application to educators. The essence of this research has been the id entification of the le f t brain as the site predominantly responsible for verbal, analytic, linear information processing, while the right side contributes to visual, sp atia l, ho listic information processing. Edwards proposes a unique series of exercises that assist a learner in a s h ift of perception that opens the fu lle r development and use of both sides of the brain. She points to the com m on in a b ility of adults to draw beyond a nin-year-old child's le v e l-- a time which corresponds to the overemphasis formal education begins to place on verbal, analytic information processing without an integration with other information processing modes. Edwards Puts forth drawing as a s k ill to be remembered rather than learned by going past old habits of seeing and information processing to re -u tiliz e the a b ilitie s of the neglected right brain. The concept of the arts uniting the information processing a b ilitie s of right and l e f t brain is also supported by an e a rlie r work on art therapy by Virship (1978) that is of interest to educators. The February, 1979, issue of Dromenon is devoted to the issue of the arts and the brain. Various perspectives are offered on this topic by contributors such as Dr. Eugene Ferguson, curator of technology at the Hagley Museum, who discusses the role of visual, non-verbal processes in the creation of technology, and ___________________________________________ 51 Dr. Joseph Bogen, pioneer in s p lit brain research, who suggests educational aspects of right and le f t brain specialization. Dr. Elaine de Beauport, creator of the Mead School in Connecticut, details the programs and philosophy of this unique school designed to make the multimodal education of the arts possible in all subject areas. Dr. Robin Beebe discusses New York City Schools program Reading Improvement Through the Arts (R .I.T .A .) and what such a program has been able to accomplish in public school settings. Dr. Jean Houston concludes the issue with a perspective on how much human potential is at stake in any educational setting that does not tap theoresources of the brain mind revolution by uniting the arts and th e ir multimodal information processing with education. Much in northern European-derived education and under standing of intelligence discriminates against one whole half of the brain and tends to reward only the le f t hemisphere-dominant students who respond well to verbal, lin ear styles of education. And yet we humans are as differen t as snowflakes, one from the other. Our brains are as differen t from each other as are our fingerp rin ts, with enormous variations ; in styles and talents of perception and learning. Some people are naturally kinesthetic thinkers, others tend to think in images, others in sounds. Classical education tends to in h ib it these and frequently causes these non-verbal thinkers to feel in fe rio r and begin a process of fa ilu re that w ill la s t all of th e ir lives. From many years of observation, I have found that I have rarely met a stupid child, but I have niet many stupid and d e b ilita tin g , and yes, even brain damaging systems of education. As we subsequently discovered, a child can learn math as a rhythmic dance and learn i t well (the places of rhythm in the brain being adja cent to the places of order). He can learn almost anything and pass the standard tests i f he is dancing, tasting, touching, hearing, seeing, and feeling in formation. He can delight in doing so because he is using much more of his mind-brain-body system than conventional teaching generally permits. So much of the fa ilu re in school comes directly out of bore- r - o - dom, which it s e lf comes directly out of the larger fa ilu re to stimulate a ll those areas in the child's brain which could give him so many more ways of responding to his world (p. 42). The reunion of the arts with education is given new importance and rationale by the brain mind revolution. The expanded human potential that is envisioned in the brain mind revolution appears to have a greater probability of being realized in education through the multimodal information processing capabilities of the arts. Computer Graphics (49)_________ Corrective Microcomputer Implants (5) Worldwide Computer Networks (62) Computer graphics have been proposed as an electronic bridge between the verbal-1 inear and visual-spacial hemispheric capacities of the human brain. The computer graphic system most extensively used in education is PLATO, which has demonstrated learning gains in studies with a wide variety of learners. Berquist (1978) has proposed that one of the computer's major roles in education could be its a b ility to educate both sides of the brain by com bining verbal-linear and visual-spacial processes added to computer advances in combination digital and analog processing. Corrective microcomputer implants in the brain for the correc tion of mental defects remains in the realm of the future. However, medical precedents for this type of bioelectronics does exist in the pacemakers which have been used in corinary patients to assist in the correction of heart defects. Much more sophis- \ ---------------------------—------------------ fL3i ticated knowledge of the brain it s e lf w ill be needed along with increased understanding of the nature of mental defects. The potentials of worldwide computer networks hold the promise of open data banks of information beyond current resources. The internationalization of information access would certainly be moved forward. Computer connection with the s a te llite networks that are currently being expanded would fa c ilita te worldwide access. Based on the precedents of television and the Sesame Street-educated generation, there is reason to speculate on a possible general knowledge-level explosion in the under-21 population educated with access to such a development. Cultural Evolution-Brain Mind Revolution (51) This development proposes that the increased rate of sociological change in American culture since 1945 has made the obsolescence of 3r R (reading, w riting, and arithmetic) education publically evident. As a resu lt, applications of the brain mind revolution can be anticipated to be widely used in both home and school settings. I t would be d iffic u lt to deny the extensive change that has occurred in American society since the second World War. T o ffle r's Future Shock , (1971.), for instance, documents the nature and rate of many of these changes. (However, at the current time, the crisis in education which results in thousands of illit e r a t e high school graduates is viewed by some segments of society as evidence that' basic education has been neglected. In a time of Proposition 13 fever across the country, cutting the tax base on which education _____________________________________ _ _ 5 i depends, some propose that only the basics w ill be le f t in curtailed' budgets. The age demographics of the population combined with hiring freezes in a financially-pinched education system may mean that an older teaching population w ill be established in repeating what has been done before in education. I t would seem reasonable to assume that the brain mind revolu tion w ill be subject to the same change dynamics that usually influence educational adoption—economics, credible dissemination, training access, public and professional organization support, media and publicity opportunities, and personal experience, to name but a few. Dermo-Qptical Perception (52)_________ Electronic Support/for Cross Sensing (54) Extraocular vision or dermo-optic perception involves the a b ility to detect color, lig h t, and patterns through the skin. This a b ility can be refined from a general ta c tile sensation of lig h t to the reception of subtle shades of color, detailed pictures, and printed matter. Publicity was given to this phenomenon in the 1920's when French w riter Jules Romaine wrote a landmark study on the subject. The next surge of attention occurred in the 1960's when the Soviets announced that they were teaching students, both sighted and blind, in eyeless sight at several / teacher training in stitutes. A Russian woman by the name of Rosa Kuleshova, whose dermo-optic a b ilitie s were well developed, had an interest in sharing this a b ility with the blind. She a ---------------------- ^ 55/ provided extensive research data on this phenomenon as a subject of study. Recently in the United States, Project Blind Awareness has been established nationally and is taking on international dimensions (Ostrander & Schroeder, 1979). This project, founded by Carol Liaros, is designed for the blind to acquire expanded human sensory a b ilitie s . The blind are trained in relaxation, visualization, dermo-optical perception. Some program participants find that, in addition to mentally seeing lig h t, photographic, p rin t, and environmental d e ta il, th e ir senses begin to extend beyond geographic lim itations to include information about places they have never physically visited. Participants report that th eir interaction with the world and with other people is enlarged and enriched by the development of sensory and extrasensory a b ilitie s that move them beyond an obvious lim ita tio n . The project is currently accumulating an array of s c ie n tific data about extended human a a b ilitie s and providing new insights and evidence of the expanded human potential that is a legacy of the brain mind revolution. Ostrander and Schroeder (1979) propose that the development of dermo-optical perception can serve as a stepping out point for both the sighted and the nonsighted into wider realms of human a b ility . An electronic support system for dermo-optic perception exists in the Optacon, a device that produces an electronic version of lig h t and texture sensation to the blind. The Optacon can serve as an in itia l demonstration of expanded sensory p o s s ib ilitie s , _______________________________; ______________________________________ _56j opening individuals to th eir own exploration of what can be possible in this area of expanded and cross sensory awareness. These devices are currently available in many special education programs. In addition, educators may find many of the expanded perception exercises included in Ostrander and Schroeder1s Superlearning (1979) of interest. Dream Research (53) The charting of the frontiers of dream research is in process. The very nature of what sleep is is in question. Mental a c tiv ity during sleep is apparently continuous. Even in deepest sleep, the mind seems to be able to maintain a constant awareness of the environment on some level. Research in sleep stages has now id entified four stages, each traced by the differences in elec tric a l patterns of the brain. A f if t h stage, know as the R E M (Rapid Eye Movement) stage is characterized by brain wave patterns that are very sim ilar to the waking state. Sleep does not seem to be oblivion, but rather comes closer to being a series of altered states of consciousness (Kramer, 1969). Dreams that occur during sleep appear to be the products of the changing neural a c tiv ity involved in each stage of sleep. This is one perspective on why dreams may have such a variety of functions. One such function that has long been recognized in dreams is problem solving. Many historical examples ex ist, such as Newton's dream insights into physics, Blake's discovery of new engraving processes, Descarte's revelations about analytical geometry, Stevenson's stories, Howe's invention of the sewing machine, and recently Cacule's discovery of the ring form of Benzine in dreaming of a snake that swallowed its own t a i l . A d iffic u lt or time-consuming problem can be given over to the sleep state for processing. Another use of dreams is for the purpose of harvesting the events of the day. Faraday (1976) points out that dreams may be the mind's way of u tiliz in g accelerated brain processes to speed up the processing of incomplete or neglected important events from the past day or so. Dreaming may show the brain running over the exper iences of the previous day or two at a faster rate than in waking l i f e , bringing to our attention all manner of things we have f e lt or perceived subliminally but have simply not been able to register consciously (p. 18). Another aspect of dreams is the opportunity provided for the rehearsal of specific s k ills . Samples (1976) has pointed out that some societies value dream discussion because of the self-esteem that is gained in reporting risks taken in dream adventures. This opportunity to risk and rehearse various s k ills in dreams can be u tiliz e d for practice runs in sport a c tiv itie s , social situations, and problem solving. Dreams also suggest an internal balance system. Sleep its e lf is being investigated as a time when body healing, regeneration of needed substances, and detoxification goes on. Dreams may perform these same processes on a psychological level. Ferguson (1973) refers to the studies done by Stewart and other anthro- 58.' pologists-psychologists of the Senoi in the Malay Peninsula. The Senoi have developed dream interpretation to a sophisticated level that involves the entire community. All dreams are seen as having a purpose with an opportunity for learning and s e lf- improvement. Dreams are shared among family members as a morning ritu a l and among wider community councils when further information is needed. The impressive results of this type of use of dreams is that the Senoi have achieved a society without war or violent crime and with "astounding mental health" (p. 162). The implications of the brain mind revolution from dream research suggest an area where much more information w ill be a v a il able on what appear to be alternative information processes and the ways in which such process can be tapped for the realization of expanded human po ten tia l. Federal Budget for National Teacher Training (55) Public and Policy Maker Education (58) Societal Resistance (60) ~ Each of these three developments reflects a concern for the dynamics of implementing developments of the brain mind revolution in educational settings. The f ir s t proposes a federal budget for national teacher training programs based on the precedents of national teacher training established by the T itle I-IX Programs and the Educational Acts. The second, concerned with public and policy maker education, is closely related. In the p o litic al and public opinion processes that underlie federal educational leg isla tio n , the education of policy makers and the general public _______________________________________________________________________________________ ; 59 ‘ in regard to the importance and educational applications of the brain mind revolution would be essential. The suggestion contained in this development is that such education efforts need to be primarily focused on the media. Although the persuasive power of the media is evident, such a national perspective would certainly also need to involve additional policy and public edcation measures of publication, presentation, professional organization support, lobbying, and grassroot involvement. The third development, concerning societal resistance to brain mind developments in education, proposes ideological opposition from various sectors of the public, with the consequence of a parallel system of education. The public then has the option to choose a more traditional education approach or one based on the innovations of brain mind developments. The history of educa tion is f ille d with chronicles of educational choice made on various issues. However, such controversy has tra d itio n a lly been settled within the confines of public education its e lf. The pre cedent of parochial schools has existed side by side with the public school system. But the closest precedent to an internal schism within the public school system it s e lf has perhaps been the alternative school movement that birthed during the 1960's because of public ideological differences of educational opinion. However, the alternative school movement has had limited overall effect on the American public school system. A perspective that is important in this development, however, is the consideration that a new era seems to be at hand for public 60 education. There is an increase of leg islative influence in the schools with curricular mandates becomeing a com m on occurrence at the state level. The erosion of the tax base which has h is to ric a lly supported the American public school system through such phenomena at the current Proposition 13 fever is a new factor in education. Whether or not any of these factors would result in the extremity of a parallel system of education and whether brain mind developments as such would be the pivotal issue are open-ended questions. Interspecies Gommunication (56) Dr. John L illy (1961, 1963, 1967, 1975, 1978), a neurologist who has been in.the fie ld for nearly half a century, is a major advocate of the intelligence and the communicative a b ilitie s of the Cetacea— the whales, dolphins, and porpoises of the seas and rivers of the earth. L illy has spent the last 25 years of his professional career in detailing the neurological anatomy and capacities of the Cetacea as an exploration of a non-human i n t e l l i gence. The po ssibility of human intelligence not being the highest source of intelligence on the planet has been compared to the dis covery of the earth not being the center of the solar system, and thus reference is sometimes made to such a discovery as the second Copernican Revolution. L illy 's work with dolphins began with a grant from the National In stitu te of Mental Health in 1955. In 1959, L illy founded the Communication Research In stitu te for the purpose of biomedical study of the communication potential 61 • — - - » between human and dolphin. The neurological, lin g u is tic , and interspecies communication data that resulted from the in s titu te 's study is documented in The Mind of the Dolphin: A Nonhuman I n t e l l i gence (1967). One of the milestones of this research was the accelerated and deepened information available when human and dolphin moved beyond captive-captor/researcher-researchee interac tions into the mutual learning and teaching conditions of study while sharing a com m on environment. L illy 's most recent work, Communication between Man and Dolphin: The P ossibilities of Talking with Other Species (1978) is a detailed compendium of Cetacean research along with projections for the future. L illy 's most recent project in human dolphin communication is^ Project Janus, which has brought the computer into action as human and dolphin engage in co-creating an electronic language that is accessible to both species. In the Human Dolphin Foundation's (L illy 's public research-support organization) most recent poster, the following verbal ensignia appears. Harken to the Dolphins, Ye Humans W e call from the liquid deeps End the long loneliness Speak with us There is also speculation^ that a major benefit of human dolphin communication might be expanded human knowledge of improved social structures. Dolphins appear to perhaps use th e ir larger brains to create sophisticated, compassionate societies, as exem p lifie d by the ferris-wheel formation that dolphin groups which have been trapped in tuna nets w ill take to insure that each member w ill have a ir until the very end and that there w ill be • 62; no panicked stampede and injuring of eacKother asJdeatfTapproaches There is also a long history of documented dolphin rescue of each other, humans, seals, sea otters, and other forms of l i f e . As Russell (1979) speculates, I t is of interest that a dolphin's l if e is based on love more than competition— they seem to have learned to live in harmony with one another and with th eir environment (p. 21). Nor are the p o ssibilities of interspecies communication lim ited to the sea. Language studies with chimpanzees and gorillas are despensing with the dated b e lie f that only Hom o sapiens has access to language. Premack's (1976) studies with the chimpanzee Sarah, and her acquisition of a symbolic language based on colored chips of various shapes, opened the door. More recent studies using the American sign language of the deaf with chimpanzees and go rillas are producing remarkable results, including the creation of en tirely new words and the passing on of acquired language to a new generation. Stanford University' s g o rilla Koko has demonstrated not Only language fluency and crea tiv ity but a rich range of inner emotion expression as w ell. Interspecies communication stands as a facet of the brain mind revolution capable of creating a second Copernical Revolution in which humans of the 20th century, just as humans of the pre- Renaissance, le t go of many old beliefs and conceptions about re a lity , opening to the search for the rhyme and reason of a much larger universe. The vistas of interspecies communication suggests a need for Houston's (1978) invitation to new perceptions about the very process of being human; Never before have we had so much responsibility for the remaking of ourselves and our world. W e seek people with fa ith in the future of our planet who are w illin g to develop richer, deeper scenarios of l i f e that involve a new image of a human being and a new styles of being human. Neurolinguistics (57) Neurolinguistics deals with language choice, nonverbal communi cation, and multimodal brain coding styles (visual, audial, kines th etic , e tc .). The work in neurolinguistics currently being done by Bandler and Grinder (1979) offers educators useful tools in some of the needed iden tification processes that are preliminary to the implementation of multimodal learning. Sex Differences (59) K major criticism of current sex difference studies is that such studies have not been adequately controlled for important variables in cultural conditioning and longitudinal cross cultural data is lacking. Nevertheless, there are a number of studies in this area. In a review of such studies, Ferguson (1973) includes po ssibilities such as mammalian brains being basically female in the early stages of development, with maleness occuring in the wom b through hormones released through the embryo’ s genetic code. Some studies are exploring the development of various mental'1 attributes developing in a d ifferen t half of the brain for males and females. Infant studies show male-female differences in color and size discrimination a b ilitie s . The hormones testerone, estrogen, and endrogen may make sexuality a much more fle x ib le phenomenon than previously thought. These hormones can produce masculinization and feminization of the opposite sex i f they are in imbalance prenatally or shortly after birth . Dr. John Money (1974), director of psychohormonal research at John Hopkins, maintains th at, on the basis of various combina tions of hormones and variations in genital structures, there are not two sexes, 15, or 50, but a spectrum. Money points out that a wide range of genital formations occur because human genitals develop prenatally from the same embryonic tissue under the influence of the hormone androgen. The shape of the genitals depends on how much androgen is present at th eir formation. Rather than male and female hormones being exclusive to either sex, humans have a ll of them in various proportions. Money points out that males have enough estrogen in th eir bodies to grow breasts and females carry enough androgen to grow beards. In each case, however, a counterhormone suppresses the effects. Stoltenberg (1980), in a review of Money's research, quotes, Sex is not determined on the basis of any of its c r i te ria taken alone. There is no absolute correlation between a person's sex and any particular biological or biographical fa ct. People are absolute male and female. Nature is not. Because we're so used to the differences being maximized, we simply fa ll into a pattern of accepting them. I t doesn't occur to us to ask, "Well, what would happen i f I turned the thing around and looked for sim ila rities " (p. 69). McGuinness and Pribram (1976), in a neurological look at male and female perceptual differences, point to the importance of three factors in such differences. The f i r s t is an inherent sensory mode early in l if e which results from differin g ratios _____________________________ ; _________________________________________________C 65 j of sex hormones acting on particular brain structures in combination with effects from adrenal steriods. Next, because experiences from this sensory mode are perceived by the central nervous system to be more stimulating, the sensory channel becomes a favored mode. Then, this kind of favored behavior alters the anatomical structure of other portions of the developing brain. In this process, i t makes an important difference what is being reinforced by the environment--both fam ilial and cultural. The dynamic here is that inherent and acquired characteristics are in a fle x ib le , open-ended balance with each affecting the next step of the other. Hormone ratios act as a triggering type of mechanism which mobilizes systems which are available in both sexes, but can remain dormant depending on how environmental factors come into play. An important perspective in this accumulating research is the possibility that "the most important sex organ" may indeed be the brain (Ferguson, 1973, p. 16). The ultimate site of sexual sensation appears to not be in the genitals but in the hypothalmus. In studies of high IQ individuals, males tend not to be strongly masculine and females tend not to be extremely feminine. "The brightest individuals are lik e ly to be both sensitive and inde pendent, regardless of sex" (p. 230). Research on sex differences that is a part of the brain mind revolution at this early stage appears to suggest a vision of the m u ltip lic ity of human beings with increased access to v e rs a tility and Houston's "extended sensorium." C ulturally- lim ited conceptions of sexuality now open to dynamic interplays — 1_66 between hormones, brain, personality, and environment. Visualization (61) Visualization is defined by Russell as A sensory type experience in the mind without an actual corresponding situation providing the immediate sense stimulus; the creation of mental images (1979, p. 110). Visualization has increasingly been shown to have an important role in memory, motivation, performance, and health. Russell has commented on the acute accuracy of visual memory versus the more lim ited a b ilitie s of verbal memory. He sees a problem in the current educational overemphasis on verbal memory and the neglect o f; visual memory's natural tools of association, meaning and organization inherent in an image. Luria's (1968) 30-year study of a highly visual , cross sensing reporter of astounding memory a b ility ve rified the role of visualization in processing prodigious amounts of information with seemingly unlimited reten tion (See Development 8, New Approaches to Memory) . Houston (1979) points to the accelerated time production that seems to be inherent in imagistic processing of information, And since the brain can process m illions of images in microseconds and because images seem to have th eir own subjective time not related to serial clock time, a great deal can be experienced in imagery thinking in shorter times and in ways that evidently cannot occur in verbal thinking. I t is also important to note h th at, whereas verbal thinking is largely bound in le f t hemispheric function, visual thinking is chiefly a right hemispheric function, and the right hemisphere is not time bound. For a ll these reasons— in the dynamic inherent in coded symbolic imagery--more in fo r mation is lik e ly to be condensed in short time frames. The so-called "creative breakthrough" might then be seen as the manipulation of these larger patterns of 67. information which are part of the Imaginal, symbolic process. W hen we look at the phenomenology of high level c re a tiv ity , we see so often minds engaged in imagistic thinking racing over many alternatives, picking, choosing, discarding, and synthesizing, some times doing the work of several months in a few minutes (p. 18). Houston's laboratory work with hundreds; of subjects has resulted in the following findings. F irs t, the visual imagery process appears to be essentially creative, gathering meaning and seeking out solutions. Second, prolonged, viv id , narrative images— particularly i f repeatedly experienced— can increase motivation to do creative work and is in fluential in breaking through creative blocks. Third, imagery can be catalogued in four levels (1) Sensory, (2) Recollective-Analytic, (3) Symbolic, and (4) Integral. Each of these four levels of imagery involves the imager in increasingly deeper levels of experience and perception. • .1. SENSORY IMAGERY Hodgepodge of color patterns, checkerboards, vortices, pictures, scenes, faces, e tc .; a ll disconnected and without any particular meaning 2. RECOLLECTIVE-ANALYTIC IMAGERY Imagery forming a compendium of personal ecology; the whole of one's personal experience is available in memories, imagination, and fantasy modes for reflection and problem solving of any kind. 3. SYMBOLIC IMAGERY Images move beyond the confines of personal experience and ecology into the wider realms of universal pattern or myth-making, where images evoking the multiple meanings of a symbol appear to take on predominantly h is to ric a l, legendary, mythical, r itu a lis t ic , and archetypal significance. 4. INTEGRAL IMAGERY Images appear to involve some connection with an ultimate integration of re a lity and a source of being; images appear to involve a cleansing of intensified sensory t. .68 perception with the result that a new connection to and communion with larger comprehension of the universe and re a lity is experienced; such imagery often appears in the religious testaments of history. Outside of laboratory research, however, imagery is being increasingly called into service in medicine, psychology, and education. Mental imagery is currently being used by medical patients to lower blood pressure (Pope, 1979), control intense pain (Bressler, 1979), and fig h t diseased and cancerous cells (Simonton, 1978). In psychology there is increasing tapping of ; . the healing powers of imagery for the psyche as well as the body. Jaffe (1980) and Schorr (1977') u tiliz e the human capacity for imaging to tap into the self-knowledge and healing that appears to be inherent in the imagery process. Educational uses of images are beginning to be implemented in a variety of settings. Dr. Jack Canfield (1977) has pioneered some of this work in education. Dr. Beverly Gal yean (1979), director of the Confluent Education Program in the Los Angeles City School D is tric t, has conducted experiments on the impact of guided imagery in the classroom to decrease disruptive behavior in inner c ity , low achievement classes. Dr. Galyean's experiments w ill be continued over the next two years to study the effects of guided imagery in high achievement classes. In the Winter, 1979, issue of Dromenon, which is devoted to the topic of imagery, Dr. Robin Beebe discusses the uses of imagery in the learning process. Maureen Murdock (n .d .), who is currently compiling a book on alternative modes of learning for educators and parents, _____________________ , . 69 Spiraling Within, has created in the same issue an experiential report on the uses of guided imagery in the elementary classroom. Resources of particular interest to educators in the area of visualization include Hendricks and Roberts (1977), de Mi lie (1955), Vaughan (1979)^, Rozman (1976), Eberl e .(1971), H ills and Rozman (1978), McKim (1972), Rapkin (1978), Watkins (1976), West- heimer (1978), Jampolsky (1975), and Crampton (1969). Psychodelic Research (63) A participant-contributed development in this study which was submitted during the second round and thus not able to be processed in time for occurrence and probability assignments in the third Delphi round of this study was psychodelic research. Brown, in Supermind (1980), discusses the experiences of Aldous A Huxley (1954) in his exploration of the processes of human percep tion opening through psychodelic in itia tio n . Psychodelic substances have long been involved in the shamanic traditions of many cultures as an in itia tio n into expanded human potential. Grof (1979) has recently reviewed a quarter century of psychodelic research and the relation of this research to the further understanding of the human psyche. One of the unique connections that Grof emphasizes is the link between the material of psychodelic research and the research of modern physics, as both map out the nature of the reputed reflection of the micro and macro dynamics of the human and the universe. For educators who are at the front lines of dealing with _________ * 70 epidemic level drug use by youth, i t is important to emphasize 3 , the perspectives offered by Ferguson (1973) in regard to the ex periences of L illy , Alpert, and Castaneda, a ll leading explorers in the realms of human consciousness, that "drugs offer only an in itia tio n of the richness of expanded consciousness" (p. 129). Weil's The Natural Mind (1972) suggests that current psychodelic abuse and excesses are part of a yearning for the expanded capacities . of consciousness. Non-drug means of expanding consciousness are one of the g ifts of the brain mind revolution. Weil states that mediation, for example, is an entry to expanded human consciousness and potential that moves fa r beyond the in itia to ry levels of drugs. Houston's extensive work over a 12-year period has led to her conclusion that the natural mind is capable of anything and more that is simulated in drug-induced consciousness. I t is the promise of the brain mind revolution that the expanded human potentials glimpsed now and again by humans from a variety of cracks can become normal human resources as a part of the human brain mind legacy i f chosen. Chapter Summary This review of the lite ra tu re f ir s t examined a rationale for the selection of the Delphi process as the methodology of this study. Then the 63 developments comprising this study were divided into two classifications--Panel of Eminence-Contributed Developments and Participant-Contributed developments. Literature was then -------------- = ---------------- -Zll reviewed to provide research and background information on each of the 45 contributed brain mind developments of the Panel of Eminence section and the 17 contributed brain mind developments of the participant section. Chapter I I I w ill discuss the methodology employed in this study. CHAPTER I I I METHODOLOGY Introduction Chapter I I I presents the research methodology used in this study. I t includes an overview of the variables under investigation, a discussion of the sample and its characteristics, a description of the instrument, and the procedures used in the collection and s ta tis tic a l analysis of the data. The study, conducted during a six-month period in 1980, served as a p ilo t investigation of the comparative perspectives of selected brain researchers-dissem- inators and educators on the implications of the brain mind revo lution for education within the next 20 years. The study undertaken used descriptive research techniques and included the use of comparative groups and subgroups within the sample from which the data was obtained. The primary categories and variables of concern were Research Design Variable Values 1. Brain Mind Researcher Biological Sciences Behavioral Sciences Combination Biological and Behavioral Other •7 3 2. Brain Mind Disseminator Major Dissemination Media ■ * ’ 3. Educator Administration Field-Based Combination Administration and Field-Based Other V 4. Age 25-35 36-45 46-55 56-65 65+ 5. Regional Site of Professional Education Pacific Northwest West Coast Far West Mid West North East East Coast South Other 6. Number of Years in Professional Area Brain Mind Researcher Number of Years Educator Number of Years Brain Mind Disseminator Number of Years 7. Self-Rating of Knowledge of Brain Mind Information Very Comprehensive - 1 Comprehensive - 2 Informed - 3 Limited - 4 Uninformed - 5 8. Self-Rating of Knowledge of Education Information Very Comprehensive t 1 Comprehensive -±2 Informed - 3 Limited - 4 Uninformed - 5 These variables were gathered in the Participant Perspective Sheet which accompanied the f ir s t round of this Delphi study. Two additional variables for the purpose of dissemination recommen- dations at the conclusion of the study were included on this ‘ 74 same sheet. These were General Reading Professional Reading Professional Experience Professional Peers Professional Organizations Coursework/Seminars Media Friends Family Members Other General Reading Professional Reading Professional Experience Professional Peers Professional Organizations Coursework/Seminars Media Friends Family Members Other Each of these dissemination variables were self-rated according to values of (a) Extensive - 3, (b) Some - 2, and (c) L ittle - 1. The Delphi study it s e lf contained the following variables and values. 1. Identification Code 2. Individually- Selected Developments fo r Response 3. E arliest Date <Y' of Use 4. Probability of Occurrence (E arliest Date of Use) 100's - Panel of Eminence 200's - Brain Researchers-Disseminators 300's - Educators Panel of Eminence-Contributed Developments 1-45 Participant-Contributed Develop- ments 46-62,' 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 10%, 20%, 30%, 40%, 50%, 60%, 70%, 8 0 % -,■ 90%, 100% 9. Sources of Brain Mind Knowledge 10. Sources of Education Knowledge 5. Widespread Date of Use 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6. Probability 10%, 20%, 30%, 40%, 50%, of Occurrence 60%, 70%, 80%, 90%, 100% (Widespread Date of Use) Hypotheses The following hypotheses constituted the framework within which the research design of this study was developed:; 1. Potential implications of the current brain mind revolution for education within the next 20 years can be id entified by leading brain researchers- di sseminators. 2. The Delphi method can identify and communicate the comparative perspectives of brain mind researchers- disseminators and educators. 3. A difference of perspective concerning the implications of the brain mind revolution for education within the next 20 years exists between brain mind researchers- disseminators and educators. The Sample and Its Characteristics Selection of the Sample Three major groups were selected for participation in this study. F irs t, the Panel of Eminence, consisting of seven to ten leading brain researchers-disseminators, was selected on the basis of eminence and diversity of speicalization. Specific qualifications of the Panel of Eminence were (a) national recognition, (b) recent brain mind , research and lite ra ry contribution, and (c) public and professional dissemination efforts in the brain mind fie ld . Panelists were requested to contribute three to five potential implications of the brain mind revolution for education within the next 20 years The developments contributed by the Panel of Eminence formed the data base of this Delphi study. Given the challenges of an interdisciplinary study such as th is , involving the brain mind and education communities, projections contributed by leading brain mind professionals contributed an in itia l level of c re d ib ility and importance. Twenty-five brain researchers-disseminators id entified from the lite ra tu re on the basis of (a) recently published brain mind research and/or (b) recent efforts in brain mind information dissemination within the la s t three to five years were invited to serve as the sample of the larger brain mind community repre senting both the biological and behavioral sciences. In order to increase the probability that 25 brain researchers-disseminators would complete the three rounds of the Delphi study, 35 members of the brain mind community meeting the stated c rite ria for p a rti cipation were invited to participate. Twenty-five members of the educational community of southern C alifornia were asked to provide an educational perspective in this Delphi study. Educators were selected on the basis of (a) present education involvement, (b) diversity of educational positions representing early childhood, elementary, secondary, university, and adult education levels, and (c) likelihood of commitment to complete the study. These c rite ria were fa c ilita te d by the in vesti gator having met each of the involved educators at least once. Also, to increase the probability that 25 educators would complete the three rounds of this Delphi study with a wide representation of educational levels, 53 educators were invited to participate. Participants in all three groups were f ir s t contacted by telephone and personally invited to participate in the study. This in itia l contact conversation outlined the purpose and needs of the study. A transcript of this in itia l invitation in its basic format is included in Appendix 1. This telephone invitation was immediately followed up upon acceptance with a confirmation le tte r . A special le tte r of confirmation was created for each of the three groups--Panel of Eminence, brain mind researchers- disseminators , and educators. These le tte rs contained much of the same information. However, each group's le tte r was individual ized. As appearance was very important in establishing in itia l c re d ib ility and interest in this interdisciplinary study among very time-committed professionals, the services of a word processer were used in order to individualize each le tte r . Use of the word processer proved to be very successful in meeting the rapid response and appearance needs of this in itia l stage of the study (see Appendixes 2, 3, and 4). _________________________________________ : _____________: __ i;. . . 78 Description of the Sample The members of the Panel of Eminence are lis te d in Appendixes 2A and 9. Members were selected on the basis of eminence and diversity of specialization in the brain mind fie ld . In addition to the specific c rite ria lis te d in the previous section, members of the Panel of Eminence were additionally selected to represent both the biological and the behavioral sciences and, where possible, to have a connection with education. An education connection was direc tly possible'with approximately half of the panel, including specifically Drs. Wittrock, Samples, Houston, and Marilyn Ferguson. Members of the brain mind researchers disseminators sample, in addition to the specific c rite ria mentioned in the previous section, were invited to represent a national perspective. Som e participants were invited to contribute a particular expertise use ful in reference to specific developments contributed by the Panel of Eminence as, for example, in the case of Drs. Newell and Moore, experts in a r tif ic ia l intelligence and computer models (see Ap pendixes 3B and 9). In addition to the specific c rite ria mentioned in the previous section, an e ffo rt was made to at least pair members of the southern California education sample to represent a wide diversity of edu cational levels. These levels included Educational Organizations Early Childhood Education Elementary Education A1ternative Education P r i v a te_. Ed u cat i on 79 - M ulticultural Education (3) - Secondary Education (8) - Adult Education (4 ) - University Education (4 ) - Community College Education (2) - Special Project Education (4 ) - Teacher Training Education (4 ) - Special Education . (2) - Educational Consultants . (2) - Administrative Levels - Dean/Chancellor (2) - School D is tric t Super intendent (2) - University Department Chairpersons (2) - Director of Curriculum (2) - D is tric t Office Personnel (2) - School/Program Directors (4 ) (See Appendixes 4B and 9 .) A complete detailing of the study's population according to the two main groupings of this study, by brain researchers- disseminators and educators, is given in Tables 66 and 67 ' reported in Chapter IV \ Results. These tables summarize the information available from the Participant Perspective Sheets included in round one of this Delphi study. Instrumentation The Delphi instrument was selected for this/: study. The Delphi, developed by Dr. 01af Helmer and colleagues at the Rand Corporation in the 1950's for industrial and m ilita ry forecasting needs, was particularly appropriate for this study because of (1) its useful!ness as an exploratory, communicative device in a piTot study and (2) its adaptability to an interdisciplinary population. 8 Q i Helmer describes the Delphi as a method of (1) forming an image of what the relevant aspects of the future might be, (2) probing probable d iffe re n tia l effects of potential future devel opments, and (3) making preference evaluations among alternative consequences. In defining the process, Helmer states, The Delphi technique is a carefully designed program of sequential individual interrogations (usually best conducted by questionnaire) in te r spersed with information and opinion feedback. The Delphi operates on the principle that several heads are better than one in making subjec tive conjectures based upon rational judgment and shared information rather than merely guessing and w ill separate hope from likelihood in the process (1967, 0. 7). I t is important to stress that the Delphi was not intended in this study to serve as a predictive device engaged in the process of prophesy about the developments of the brain mind revor lution. Rather, the Delphi was selected as an appropriate process for the important purposes of exploring and communicating poten tia l developments across two disciplines. This study emphasizes that the professions of the brain mind sciences and education share the com m on goal of participation in the process of human knowledge. The developments of the brain mind community are potential implementations of the education community. Yet oppor tu nities for dialogue and exchange between these professions are extremely lim ited by the usual constraints of time, occasion, and professional incentive. The existence of an information gap among educators and brain mind researchers-disseminators has serious implications for both the professional in teg rity 81, of each discipline and societal advancement. For educators, p a rtic u la rly , such an information gap portents serious lacks in educational planning. Thus the Delphi was selected as the procedure best suited to meet the interd isciplinary, exploratory nature of this study. Features of the Delphi of particular relevance to its selection as the instrument of this study include the following; . Use as a device to ascertain perceptions of a group on an existing situation and its implications for the future (Weatherman & Swenson, 1974); Function as a communicative, disseminating device within its e lf (Kauffman, 1976); . A b ility to process large amounts of data mathematically (Helmer, 1967); . V is ib ility of the usefulness of a task to otherwise busy participants (Weatherman & Swenson, 1974); . A b ility to process complex data (Linstone & Turoff, 1975); . Means of obtaining information from a large number of persons without the restrictions imposed by geography and scheduling (Weatherman & Swenson, 1974); . Use as a planning tool which can aid in probing the p rio r itie s held by members and constituencies of an organization or discipline (Weaver, 1973); Function as an intergroup communicative device (Kauffman, 1976). P ilo t Study Devices Because of the p ilo t nature of this study, with its deliberate intention to serve as an exploratory study to be followed up by more extensive research, much attention was given to the design of components which would contribute to the participation levels of the study. These design components were focused on the format of the Delphi it s e lf for the purpose of maximizing participant response. Again, the in terdisciplinary nature of this study among very time-committed professionals encouraged such innovations. Three major Delphi design components in itia te d in this study were 1. Development of Delphi projections by a Panel of Eminence consisting of leading brain mind researchers and dissem inators rather than projections selected from the l i t e r ature of the fie ld . 2. Self selection of projections for response by participants with the result that each Delphi questionnaire in this study was individually computer-generated according to participant preference. 3. Emphasis on Delphi appearance, ease of handling, and responsiveness. Panel of Eminence Development of Delphi Projections One of the major challenges of a Delphi study is that of incentives for respondants to participate in the time- arid energy consuming process of a three-round Delphi. The "participant variable" (weatherman & Swenson, 1974, p. 107) of respondants who do not complete the study is a defin ite obstacle in the Delphi process. As funding incentives were not possible for participants in this study, an alternative incentive was needed. To this end, the prestige and interest level of the study was enhanced by inviting seven to ten leading brain researchers-disseminators to contribute three to five of th e ir own projections concerning the brain mind revolution and education in the next 20 years to be responded to by selected members of the brain mind and education ______ .83 communi tie s . After an in it ia l personal telephone in v ita tio n , Panel of Eminence members were sent a formal le tte r of invitation further: detailing information about the study. Enclosed with this le tte r were (a) a lis tin g of the invitational members of the Panel of Eminence and th e ir a ffilia tio n s -; to indicate the diversity and prestige of the Panel, (b) sample Delphi projections, and (c) return Projection Sheets (see Appendixes 2A, B, and C). I t is important to mention that in these enclosures, the anonymity of a Delphi study was not violated as no developments had yet been submitted. A description of the principle of anonymity, which is a tenet of the Delphi procedure, was detailed in the le tte r of invitation (see Appendix 2). A n important feature of the enclosed Sample Projection Sheet and return Projection Sheet was the emphasis on contributing a topic descriptor for each projection. This topic descriptor was used as the visual acronym, or short form, of the much longer development statement. These short descriptors were important to visual formating and ease of reference in the study. Self Selection and Computer Individualization of Questionnaires Because of the interdisciplinary nature of this study in which two professional populations were in dialogue, i t was essential that the Delphi projections be self-selected by each participant according to th eir a b ility and inclination. To make such individ ualization possible, the in itia l Delphi round was typeset into ■ " \ ____________________________________________________ *84^ a booklet which was carefully formulated to allow each participant to 1. Indicate whether each statement in the study was clear; 2. Rate each statement in terms of its importance to education; 3. Select those statements which the participant f e l t qu ali fied to answer (see Appendix 5). This strategy for maximum, optimal participant response was suggested by Selwin Enzer, Associate Director of the Center fo r Futures Research at the University of Southern California and former Senior Research Associate with the In s titu te fo r the Future, on the basis of his extensive experience in national Delphi studies. Based on the self-selected projections chosen by each participant in the f ir s t Delphi round, a completely individualized, computer generated Delphi questionnaire was created for each participant for the second and final rounds. This innovative feature of computer-generated, individualized Delphi questionnaires based on the selections made by each participant was emphasized in the •overview of the Delphi process accompanying the f ir s t round of the study (see Appendix 5A). In addition, to add a personalized element, each p a rticip an t1s name was printed, as part of the individualized computer processing, on the pages of the questionnaire in rounds two and three. This feature was also designed to increase the percentage of participant response. I t was o rig in ally planned that the individualized computer generated questionnaires would be produced on color-coded paper _86 via a Diablo printer linked to the computer. However, i t proved • • to be more economical and effective to instead have the questionnaires produced on a high speed computer printer. This resulting in d i vidual izedjformat of a computer printout had the added advantage of a shortened amount of pages and ease of handling via the attached foldback pages (see Appendixes 6 and 7). I t is also possible that this printout format presented a unique and distinguished appearance dinstinctive from the participants' other competing print demands. Delphi Appearance, Ease of Handling, and Responsiveness As a further strategy to fa c ilita te p articipatio n, much em phasis was placed on the appearance of this Delphi study. All correspondance was conducted on university stationery and individ ually typed through the f a c ilit ie s of a word processer. An a r tis t was commissioned to create a graphic design of the brain mind's implications for education. This graphic was formu lated onto the cover of the study to add immediate visual attra c tio n, making the study immediately id en tifiab le in the sea of print materials that many of the time-pressured participants of the study were inundated with (see Appendixes 5, 6A, and 7A). To continue this goal of having the study be maximally a ttra c tive and id en tifiab le among large bodies of p rin t, the in itia l Delphi round was typeset.and printed on a hugh q u ality, heavy weight beige paper stock. The second and final rounds of the study were completely individualized according to participants' self-selection of projections. The resulting personalized computer print-outs were streamlined in length because of the foldback _______________________________ i_86 pages and distinctive in appearance from other print forms. Each Delphi round carried the graphic cover design for immediate id e n ti fication ease. Color-coding also played a part in this study. Four basic colors were used for all m aterials--beige, green, yellow, and salmon. The covers and directions of the three rounds alternated in three colors: beige was the color of round one, green for round two, and yellow for round three. After the in itia l round, beige was used to id entify the additional participant-contributed developments, while salmon was used to indicate additional data such as Delphi schedule and importance rankings of the developments. The strategy behind color coding was to assist in making the multiple enclosures of the Delphi rounds as attractive and clear as possible. V is ib ility of the Delphi package in mailing was also given consideration. The external mailing envelopes were designed to be noticeable, with a large, red-bordered mailing label individually typed by word processer. Each label was further marked by a university seal. In addition to the return address lab el, a third label marking the mailing as a national Delphi study and requesting immediate attention was attached. For the fin al round, a fourth label announcing the final round was attached and given additional color coding in red. The internal return envelopes for each round were pre-labeled with return address and stamped for postage weighed to the individual size of the participant's study. Whenever possible, participants who were late in returning round one of the study were contacted by telephone. Participants ____________ _ ______ 8Zv who missed responding to round two were sent a printed card le ttin g them know that th e ir contribution was missed and encouraging th eir valued participation in the final round (see Appendix 7F). Delphi Organization Round one of this Delphi study compiled the the 42 original projections of the Panel of Eminence for typesetting and pringing as a booklet. Printing was done on a heavy beige stock with the booklet format selected for optimal appearance and ease of handling. The four operations involved in this round 1. Indicating the c la rity of the statements; 2. Adding any comments; 3. Rating the educational importance of each development; 4. Selecting developments for individualized round 2 and 3 response were visually formated for optimal c la rity (see Appendix 5). The cover featuring an a r tis tic representation of the brain mind and its implications for education was commissioned for the purpose of adding immediate visual attraction to the study. The design need for this in it ia l round of the Delphi was fo r i t to stand out amid the prin t overload experienced by many of the participants. Thus, the visual and graphic attention that was given to round one formating. Three enclosures accompanied the f ir s t Delphi round. 1. A one-page overview of the Delphi process summarizing > • the dates and .proceduresoof the remaining .rounds. 2. A Participant Perspective Sheet requesting background information in nine categories for the group comparison data of the study. 88 3. An Additional Futures Development Sheet providing p a rti cipants with an opportunity to contribute additional implications of the brain mind revolution for education. Each of these addendums was color coded for c la rity and a ttra c tiv e ness (see Appendixes 5A, B, and C). An important format decision made for round one was to devote this f i r s t round to c la rific a tio n of the projections. Given the interdisciplinary clien tele of this study, involving both brain researchers-disseminators and educators, i t was particularly important to f i r s t provide an opportunity for respondants to indicate th eir comprehension of the language and concepts of the projections. Thus, no timeline or probability estimates were included in the f ir s t round. In round two, each questionnaire was individually computer generated on the basis of selections made by participants in round one. Questionnaires were produced on a high speed p rin ter, which resulted in a computer printout containing 1. Topic Descriptors and Projection Statements; 2. Comments from round one; 3. Earliest Date of Use (Exploratory Use in 10% or less of School Systems), Timeline and Probability Scale; 4. Widespread Date of Use (Accepted Use in 50% or more of School Systems), Timeline and Probability Scale. Without violating the anonymous nature of the Delphi study, and in keeping with the in terdisciplinary nature of the respondants, each contributed comment was marked with an accompanying in itia l in parentheses to indicate the disciplinary source of the comment from a brain mind researcher-disseminatory (B) or educator (E). _________________________________________________________________________ _„89 Enclosures for round two included 1. Color-coded graphic cover and directions for round 2; 2. Schedule of round 2 and round 3 timelines; 3. Comparative.brain mind researcher-disseminator and educator importance rankings of developments 1-45 (as the result of round 1 responses, development 10 was divided into three parts, making a total of 45 developments); 4. Participant-Contributed Future Development Sheet with developments 46-62, providing an opportunity for respondants to (a) c la rify , (b) comment, (c) rank, and (d) select for response. (See Appendixes 6A, B, C, D, and E for round two enclosures.) The final round of the Delphi included the processed timeline and probability responses of participants in round two for each item. A second page was added to the format for each item in this round to present this feedback data before requesting respondants' fin al estimates. Thus, the format of round three included 1. Quick reference timeline chart of comparative time estimates3 made by brain researchers-disseminators and educators on a development's e a rlie s t and widespread date of use; 2i Final Earliest Date of Use Timeline and Probability Scale; 3. Final Widespread Date of Use Timeline and Probability Scale; 4. Round 2 Comments. Color-coded enclosures included 1. Graphic cover and directions for round 3; 2. Comparative brain mind researcher-disseminator and educator importance ranking of participant-contributed developments 46-62; 3. Optional response Participant-Contributed Future Develop ments series with e a rlie s t and widespread date of use timeline and probability scales; 9d 4. Recommendations Sheet (see Appendixes 7A, B, C, D, E, and F for Round 3 enclosures). In the Recommendations Sheet, participants were asked to make recommendations in four major areas, 1. Brain mind readings and resources for e d u ca to r reference" and updating; 2. Dissemination recommendations; 3. Recommendations for future studies; 4. General comments on the study (see Appendix 7E). Field Procedures and Collection of the Data This national Delphi study was conducted through a series of mailings. In itia l invitational contact was made with p a rti cipants by telephone and followed up with a formal le tte r of invitation individually typed by word processer. Members of the study’ s Panel of Eminence contributed the future developments which formed the data of the study in January. Typesetting and printing of the f ir s t round of the Delphi was completed and mailed out to participants in February. Individual participant computer generated round two questionnaires followed in March. The fin al Delphi round occurred in A p ril. The re la tiv e ly short length of this Delphi study, involving participants for a three-month period in a three round Delphi, was an important.incentive for the participation of the very time-committed professional popula tion of the study. Rapid feedback between rounds was accomplished through the use of computer data and word processing capab ilities. - _________— _____________________________________________________________________________________________9]_i The communicative and computational requirements of a Delphi study combined with the innovative design elements used in the study necessitated several expressly-designed computer processing programs. All round one comments from participants were inputted to the computer through the standard EDITOR program. In EDITOR the comments were formated for ease of reading and reference. The educational importance ranking of developments 1-45 were computed and coihp a r a t i ve 1 y ranked according to brain mind research- er^dissemiriator and educator response by a specifically-designed computer program called R NKS in versions one, two and three (see Appendix 6D). A second computer processing program called SETUP was designed to record and comparatively process the information resulting from the demographic data of the Participant Perspective Sheets included in round one. More complex, the computer program QUESTRN and several variations were designed to compile the round two Delphi questionnaires with round one comments from the EDITOR program and adding the format for timeline and probability scales. The resulting QUESTRN computer printout of Delphi round two consisted of 89 individual questionnaires, each generated according to participant specifications (see Appendix 6). These were mailed in March. Round two returns were again processed through EDITOR to include a ll participant comments returned within the round dead lin e . Special formating attention was given to the process of allowing round two comments and round two responses to round one comments to be accessible. Several additional computer __________________________________________ : _.92. processing programs were created to service the needs of round two processing. A special retrieval f i l e was created to save all round one comments. The program ADRANK was created to process, comparatively compute, and print the educational importance rankings of brain and educator respondants for the additional participant- contributed developments, numbers 46-62 (see Appendix 7C). The program FIXS and several variations were created to allow participants to (1) delete any selected Delphi projections they found they were unable to answer despite in it ia l self-selection of them and (2) add any of the additional participant-contributed developments they chose to answer. The program T4 was created to record and print a ll comments made on the additional 17 p a rti cipant-contributed developments with timeline and probability scales. The resulting optional response printout was included for participant interest (see Appendix 7D). In round three, in order to provide numerical feedback on the timeline estimates comparatively made by brain and educator respondants, an extra page was included for each development. This attached second page, which preceded the projection for easy reference, provided a timeline chart summarizing the e a rlie s t and widespread use dates contributed by brain and educator respon dants in round two. The process was accomplished by key punching a ll round two responses according to 1. Participant code number, which id entified the respondant as brain mind researcher-disseminator or educator; 2. Delphi development number on the questionnaires; ________________________________________________________________ .93 3. E arliest date of use; 4. Probability rating for e a rlie s t date of use; 5. Widespread date of use; 6. Probability rating for widespread date of use. This data was then processed by SPSS programming, computed into rounded comparative timeline results for e a rlie s t and widespread dates of use by brain and educator respondants and inputted into the program T3 for printout of timeline feedback in round three questionnaires (See Appendix 7). I t is important to mention that probability estimates were not included in round three feedback because of the lo gistical constraint of these 120 additional entries (six timeline estimates with ten probability slots from two comparative groups) requiring an additional printout page in each questionnaire. The size of each participant's questionnaire had already been doubled with the additional attached page reporting the comparative timeline resluts for each development. Mailing complexities and, more importantly, the increased probability of decreased round three response because of the trip le d size of the round three question naires necessitated the decision to include the more relevant timeline results only. Special mention was made in round three directions, however, that probability results would be included in the final report each participant received. S ta tis tic a l Analysis The ten variables and values of the demographic data of the 94, Participant Perspective Sheets and six variables and values con tained within the Delphi study it s e lf were computed for the two major groupings in the study (brain mind researchers-disseminators and educators) and the eight sub-groupings (brain mind biological, behavioral, combination, and other; educator administration, fie ld - based, combination, and other). Basic computing processes in terms of comparative importance rankings of developments were handled by the specifically-designed programs of RNKS and ADRANKS. Timeline estimates of e a rlie s t and widespread dates of use and the associated probability scales assigned to each timeline were processed through the S tatistic al Package for the Social Sciences (SPSS) with specific use of the subprogram CROSSTABS to id en tify relationships between the study's group and subgrouped populations. Because of the primacy of p ilo t id entification of implications and the comparison of group perspectives in this study, there /was not a need for further s ta tis tic a l analysis of the frequency counts and comparative processing of the SPSS and CROSSTABS programs. Summary Chapter I I I presented the variables of in terest, a description of the sample, a description of the instrument, the fie ld proce dures and collection of data, and the s ta tis tic a l treatment used on the data. The total sample of 88 respondants consisted of 35 brain researchers-disseminators and 53 educators included to secure a total of 50 respondants, 25 in each group, for the complete _______________________________________________________________________________1.95. three rounds of the Delphi Process. Participant responses to the Participant Perspective Sheet and general responses to the three rounds of the Delphi were analyzed in terms of the timeline and probability estimates contri buted by each participant. Since this data was essentially nominal, the analyses were lim ited to comparisons between participants' professional backgrounds and th e ir perceptions of the implications of the brain mind revolution for education in the next 20 years. Chapter IV presents a discussion of the findings. .9*6 CHAPTER IV ANALYSIS AND INTERPRETATION OF THE FINDINGS Introduction This chapter presents and analysis of the resulting data in relation to the research hypotheses around which this study was designed. This Delphi study of the comparative perspectives of selected brain researchers-disseminators and educators concern ing, the implications of the brain mind revolution for education 1980-2000 was developed to investigate three areas: 1. The iden tification of potential implication of the brain mind revoluction for education in the next 20 years; 2. The id entificatio n of the comparative perspectives of brain mind researchers-disseminators and educators; 3. The ve rifica tio n of a possible difference of perspective concerning the brain mind revolution for education within the next 20 years between brain mind researchers- disseminators and educators. For ease of reference, the results of this study are divided into six presentation sections. The f ir s t section presents the results of the 45 developments generated by the study's Panel of Eminence. The second section presents the additional 17 develop ments contributed by study participants. In both sections, these study results are presented as a sumary of the three Delphi study rounds reporting the majority response to an individual projection's timeline and probability of occurrence. To assist in the c la rity 97 of these results, each of the 62 developments of the study are given both a verbal and a numerical summary. Each development is presented in the order of the study, and the results are given a verbal summary followed by a more complete detailing in the accompanying numerical table (see Tables 1-61). These accompany ing tables are based in tabulated rounded percentages of summarized response fo r each development. In addition, two summarizing tables of a ll 62 developments are presented in numerical and graphic form at the end of the accompanying individual numerical tables (see Tables 62 and 63). In both of these sections, the following terms are used as \The date when a future development w ill B e in exploratory use in 10$ or less of school systems around the country. The date when a future development w ill be in accepted use in 50% or more of the school systems around the country. 40-50% of the study's sample selected 50% or more probability of occurrence within the date. 30-21% of the study's sample selected 50% or more probability of occurrence within the date. 10% or less of the study's sample selected 50% or more probability of occurrence within the date. The third section presents the cumulative timeline results. The fourth section presents the results of the comparative rankings of the importance of developments 1-45 and 46-62 by brain mind and education participants (see Tables 64 and 65). The f if t h __________________________________________________ : _______aa defined in the study: EARLIEST DATE O F USE WIDESPREAD DATE OF USE HIGH PROBABILITY MEDIUM PROBABILITY LO W PROBABILITY result section presents those developments which indicated the most agreement and divergence between brain mind and education participants. The sixth section includes the results of the Participant Perspective Sheet (see Tables 66 and 67). In summary, the six result sections of this study are Section One: Panel o f Eminence-Contributed Developments Section Two: Participant-Contributed Developments Section Three: Cumulative Timeline Results Section Four: Comparative Importance Rankings Section*Five: Developments of Most Agreement and Diver gence Synopsis Section Six: Participant Perspective Sheet Results Analysis of the Findings Section One: Panel of Eminence Generated Developments 1. AUDIO BRAIN STIMULATION Widespread use in educational settings of audio frequencies such as music and "white noise" (low discrimination back ground noise) correlated to the learner's brain freauencies to assist learning. Brain mind researchers-disseminators (50%) and educators (44%) were in agreement that the e a rlie s t date of use of this development would be within ten years. Brain mind participants indicated a high degree of probability, while educators selected a medium degree of probability fo r th eir e a rlie s t date projection. In terms of the date of widespread use, the brain mind participants (40%) indicated widespread use within 20 years, while educators (36%) indicated that this would take more than 20 years. Both ________________________________________________________________________ _'99 brain mind and education participants indicated a medium degree of probability for th eir widespread use projections. Only the brain mind participants (13%) indicated a low probability that AUDIO BRAIN STIMULATION might never be used in education (see Table 1). 2. AUTONOMIC SYSTEM CONTROL Presently inaccessible human capabilities such as the control of the autonomic system and the retardation of aging w ill be taught in elementary and secondary school settings on the basis of neurological knowledge. Both brain mind participants (39%) and educators (35%) were in agreement that the e a rlie s t date of use for this development would be within ten years. The brain mind participants indicated a high degree of probability, while the educators indicated a medium degree of probability. Brain mind participants (55%) indicated widespread use of this development within 20 years, while educators (41%) indicated that this would take longer than 20 years. Brain mind participants indicated a high degree of proba b i lit y in th e ir widespread use projections, while educators in d i cated a medium degree of probability. Only the brain mind p a rti cipants (5%) indicated a low probability that AUTONOMIC SYSTEM CONTROL might never be used in education (see Table 2). 3. BO DY MOVEMENT-BRAIN STIMULATION Body movement w ill be extensively used as a neurological stimulus to fa c ilita te c re a tiv ity and extended duration of learning periods. Both brain mind (70%) and education (65;%) participants were in agreement that the e a rlie s t date of use of this development 100 would be within five years. Both brain mind and education p a rtic i pants indicated a high degree of probability for th e ir e a rlie s t date of use. For widespread use, brain mind participants (55%) indicated that this would occur within 20 years, while educators (35%) were more optomistic, indicating widespread use withinn!5 years. Both brain mind and education participants indicated a high degree of probability in th e ir widespread projections. Neither population indicated that BO DY MOVEMENT-BRAIN STIMULATION might never be used in education (see Table 3). 4. STATE O F CONSCIOUSNESS SELECTION The selection of specific states of consciousness matched with the nature of the learning content w ill be a major educational methodology. Brain mind participants (40%) indicated e a rlie s t use of this development within ten years, while educators (44%) were more conservative, with projections of 15 years. Brain mind participants indicated a high degree of probability in th e ir projection, while educators indicated a medium degree of probability. Brain mind participants (40%), however, were more conservative in th e ir in d i cation of widespread use taking more than 20 years, while educators (52%) expected widespread use within 20 years. Both brain mind and educator participants indicated a medium degree of probability for th e ir widespread use projections. Only the brain mind p a rtic i pants (5%) indicated a low probability that STATE O F CONSCIOUSNESS SELECTION might never be used in education (see Table 4). 5. SUBJECTIVE TIME Accelerated time projection in learning new materials through the controlled subjective perception of time ____________________________________ ; ___ : _______________________________________ 3 0 1 . ' w ill be a major educational methodology ( i . e . , three months of material in three hours). Brain mind participants (33%) indicated e a rlie s t date of use within ten years, while educators (57%) indicated 15 years. Both brain mind and education participants indicated a medium degree of probability for th eir e a rlie s t use projections. Brain mind (44%) and education (48%) participants were also in agreement that widespread use would take more than 20 years. Both shared a medium degree of probability for this projection. Neither group indicated that SUBJECTIVE TIME might never be used in education (see Table 5). 6. LIMBIC, BRAIN STEM, FRONTAL LOBE INFLUENCE Much more sophisticated understanding and use of atten tio n , arousal, and motivation in educational settings through expanded knowledge of the limbic system, brain stem, and frontal lobes on these learning phenomena. Brain mind participants (46%) indicated e a rlie s t use of this development within ten years, while educators (64%) indicated 15 years. Both brain mind and educator participants indicated a high degree of probability for th e ir projections. Both the brain mind (36%) and educator (55%) participants were in agreement that widespread use could occur within 20 years. However, brain mind participants indicated a high degree of probability, while educators indicated a medium degree of probability for widespread use. Neither group indicated that LIMBIC, BRAIN STEM, FRONTAL LOBE INFLUENCE might never be used in education (see Table 6). 7. REPETITION-REINFORCEMENT OBSOLESCENCE Replacement of repetition and reinforcement as major 102 components in the learning process by sophisticated use of novelty, events, and discrepent information. Brain mind participants (50%) indicated e a rlie s t use of this development within five years, while educators (58%) were more conservative, with a projection of ten years. Both groups indicated a high degree of probability fo r th eir projections. Both the brain mind participants (30%) and the educators (50%) were in agreement that widespread use could occur within 20 years. While brain mind participants indicated a medium degree of probability for th eir widespread projections, educators indicated a high degree of probability. However, both brain mind participants (10%) and educators (12%) indicated a low degree of probability that REPETITI0N-REINF0RCEMEMT OBSOLESCENCE might never be used in education (see Table 7). 8. N E W APPROACHES TO M EM O R Y Neurological discoveries that localized f a c ilit ie s of the mind deal with the remembering of distributed memory stores w ill cause education to acquire sophisticated new methodology on the process of getting information into memory and coding i t in such a way that i t is readily retrievable. Brain mind participants (33%) indicated the e a rlie s t use of this development within five years, while educators (36%) indicated within ten years. Both groups indicated a medium degree of probability. Brain mind participants (68%) and educators (48%) also agreed that widespread use could take more than 20 years. Brain mind participants indicated a high degree of probability, while educators indicated a medium degree of probability. Only the educators (4%) indicated a low probability that N E W APPROACHES 103 TO M EM O RY might never be used in education (see Table 8). 9. ENDORPHINS AND EDUCATION Increasing neurological discoveries about endorphins (natural chemicals in the brain that influence specific responses) w ill cause a complete revision of human addiction and its treatment with education gaining valuable new information on human motivation and behavior changes in the learning process. Brain mind participants (46%) indicated earl test use within ten years, while educators (44%) were more conservative, with a projection of 15 years. Both groups indicated a medium degree of probability in th e ir projections. Brain mind participants (46%) indicated that widespread use could occur within 20 years, while educators (56%) indicated that widespread use could take more than 20 years. Brain mind participants indicated a high degree of probability for th e ir widespread projection while educators indicated a medium degree of probability. Only the educator group (13%) indicated a low degree of probability that ENDORPHINS might never have a role' in education (see Table 9). 10. PERSONAL CONTROL OF LEARNING NOTE: This development was separated into developments 43, 44, and 45. 11. MIND BO DY CONTROL % Public education w ill place primary importance on a student's acquisition of personal mind-body control through methodology resulting from neurological research breakthroughs. Both brain mind (50%) and educator (32%) participants indicated that the e a rlie s t date of use fo r this development could occur within ten years. While brain mind participants indicated a high ___________________________________________________________________104 degree of probability for th e ir e a rlie s t use projection, educators indicated a medium degree of probability. Both the brain mind participants (44%) and educators (47%) indicated that widespread use could take more than 20 years. Both groups also indicated a medium degree of probability for th e ir widespread projections. Both brain mind participants (6%) and educators (11%) indicated a low degree of probability that MIND BO DY CONTROL might never have a use in education (see Table 10). 12. ECONOMIC INFLUENCES O N BIOTECHNOLOGY Current and increasing economic pressures w ill foster increasing recognition and use of biotechnology of the human brain in educational settings versus the current use of educational hardware. This was an area of wide divergence between brain mind and educator, participants in th e ir e a rlie s t date of use projections Brain mind participants (36%) indicated e a rlie s t date of use within ten years, while educators* (35%) indicated within 20 years. Brain mind participants indicated a high degree of probability for th e ir projection while educators indicated a medium degree of probability. Both the brain mind participants (43%) and the educators (65%) agreed that widespread use would take more than 20 years. Brain mind and education participants indicated a high degree of probability in th e ir widespread date projections. Only the educator group (5%) indicated a low probability that ECONOMIC INFLUENCES O N BIOTECHNOLOGY might never have a ro le ,in education (see Table 11). 13. BRAIN AS M O DEL BUILDER Much more sophisticated attention in educational settings .105 w ill be given to individual b e lie f, attention, and personal encoding systems of learners based on greater understanding of the brain as a builder of perceived r e a lity . Both brain mind (44%) and educator (54%) participants were in agreement that the e a rlie s t date of use could occur within ten years. Brain mind participants indicated a high degree of probability while educators indicated a medium degree of probability. Both the brain mind (31%) and educator (45%) participants were in agreement that widespread use could occur within 20 years. Both groups indicated a high degree of probability for th eir projections;. Neither group indicated that the BRAIN AS M ODEL BUILDER would never have a use in education (see Table 12). 14. HOLOGRAPHIC BRAIN-HOLOGRAPHIC UNIVERSE Societal recognition of the principle of holography in both the organization of the brain and the physical universe w ill provide education with a unified philo sophical rationale fo r h o lis tic education and the radi cal changes in current methodology and curriculum that such a rationale necessitates. This was an area of wide divergence between brain mind and education participants in th e ir data of e a rlie s t use projections. Brain mind participants (56%) indicated e a rlie s t use within ten years, while educators (44%) indicated 20 years. Both the brain mind participants and educators indicated a high degree of proba b ilit y for th eir projections. Both the brain mind (55%) and educa tion (61%) participants were in agreement that widespread use would involve more than 20 years. Both groups indicated a medium degree of probability for th eir widespread use projections. Only the brain mind participants indicated a low degree of probability 106 that HOLOGRAPHIC BRAIN-HOLOGRAPHIC UNIVERSE might never have a use in education (see Table 13). 15. COMPUTER AND INFORMATION PROCESSING MODELS Computer and information processing models w ill be of great value in providing educational methodology with a basis for how to code thd retrieval mechanisms of memory. Brain mind participants (47%) indicated the e a rlie s t date of use in five years, while educators (50%) indicated e a rlie s t use in ten years. Both groups indicated a medium degree of pro b a b ility for this projection. Brain mind participants (40%) indicated that widespread use of this development could occur within 20 years, while educators (29%) were more optim istic, with a projection of 15 years. Both groups indicated a medium degree of probability for th eir widespread projections. Both the brain mind (7%) and educator (7%) participants indicated a low probability that COMPUTER AND INFORMATION PROCESSING MODELS might never have a use in education (see Table 14). 16. NEUROLOGICALLY-BASED INDIVIDUALIZATION Acceptance of individualization of the learning process and consequent variety in instructional design in public school settings w ill result from detailed information on the attentional and organizational cognitive processes of the brain. Brain mind participants (53%) indicated that the e a rlie s t use of this development could occuriin five years, while educators (39%) were more conservative, with a ten year projection. Both groups indicated a high degree of probability for th e ir projections. The brain mind (47%) and educator (35%) participants were in agreement that widespread use could occur w ithin 20 years. Brain mind participants indicated a high degree of probability for th e ir widespread projection, while educators indicated a medium degree of probability. Only the educatore (4%) indicated a low probability that NEUROLOGICALLY-BASED INDIVIDUALIZATION might never have a use in education (see Table 15). 17. NEUROLOGICALLY-INFLUENCED CURRICULUM AND METHODOLOGY Increasing neurological evidence of the varieties in brain organization w ill influence a much greater variety of curriculum design and methodology in public school settings. Brain mind participants (47%) indicated the e a rlie s t use of this development in ten years, while educators (58%) indicated 15 years. Brain mind participants indicated a high degree of pro b a b ility of th eir projection, while educators indicated a medium degree of probability. Both brain mind (37%) and educator (50%) participants indicated that widespread use of this development could occur within 20 years. However, brain mind participants indicated a high degree of probability for th e ir projection while educators indicated a medium degree of probability. Neither group indicated that NEUROLOGICALLY-INFLUENCED CURRICULUM AND M ETHODOLOGY might never have a use in education (see Table 16). 18. NEUROLOGICALLY-INFLUENCED TESTING DESIGNS Increasing neurological evidence of the varieties in brain organization w ill influence a much greater variety of testing designs beyond the dominant lin ear print format currently in use. Brain mind participants (47%) indicated the e a rlie s t use of this development within ten years, while educators (36%) indicated , 108 within 15 years. Brain mind participants indicated a high degree of probability for th eir projection, while educators indicated a medium degree of probability. Both brain mind (47%) and educator (55%) participants indicated that widespread use of this develop ment could occur in 20 years. Both groups indicated a high degree of probability for th e ir projections. Both brain mind (11%) and educator (5%) participants indicated a low probability that NEURO LOGICALLY- INFLUENCED TESTING DESIGNS might never be used in educa tion (see Table 17). 19. NEUROLOGICAL INFLUENCE FR O M CONTENT TO CONTEXT Increasing neurological evidence of the varieties in brain organization w ill dramatically s h ift the current focus of education from specific content to the lifelo n g process of learning how to learn in a wide variety of contexts. Brain mind participants (50%) and educators (54%) agreed that the e a rlie s t use of this development could occur within ten years. Brain mind participants indicated a high degree of probability, while educators indicated a medium degree of probability. Both brain mind (55%) and education (32%) participants were in agreement that widespread use could occur within 20 years. Both groups indicated a high degree of probability for th e ir projections. Neither group indicated that NEUROLOGICAL INFLUENCE FR O M CONTENT TO CONTEXT might never have a role in education (see Table 18). 20. TRIUNEI BRAUN LEARNING ■ INFLUENCES Widespread recognition of the differences of structure, chemistry, time sense, and intelligence formats of the three-in-one layers of the human triune brain (re p tilia n layer of repetition and im itation, mammalian layer of - emotions and sensing, the neocortex of abstraction and verbal language) w ill provide education with a more _______________________________________________________________________ _ 109, Sophisticated methodology of motivation and timing in the learning process. Brain mind participants (54%) indicated that the e a rlie s t date of use of this development could occur within ten years, while educators (65%) indicated within 15 years. Both brain mind and education participants indicated a medium degree of probability for e a rlie s t use projections. Both brain mind (46%) and education (53%) participante were in agreement that widespread use could take more than 20 years. Both groups indicated a medium degree of proba b ilit y in th e ir projections. Both brain mind (8%) and education (6%) participants indicated a low degree of probability that TRIUNE BRAIN LEARNING INFLUENCES might never have a use in education (see Table 19). 21. NONVERBAL BRAIN INTERCOMMUNICATION SYSTEMS Expanded knowledge of the nonverbal intercommunication systems that exist between the three major layers of the human triune brain (see No. 20) w ill cause sophisticated nonverbal communication instruction to acquire a new im portance in education. Brain mind participants (44%) indicated the e a rlie s t date of use within ten years, while educators (31%) indicated 15 years. Both groups indicated a medium degree of probability in th e ir projec tions. Both brain mind (44%) and education (44%) participants were also in agreement that widespread use could occur within 20 years. Both groups also indicated a medium degree of probability for th e ir widespread projections. However, brain mind participants (13%) indicated a medium degree of probability that NONVERBAL BRAIN INTERCOMMUNICATION SYSTEMS might never have a use in education, while educators (6%) indicated a low degree of probability of the _________________ ____________________________________________________________ 1 115 same (see Table 20). 22. NEUROLOGY AND NEUROPSYCHOLOGY TRAINING Extensive training of educational personnel in neurology and neuropsychology. Brain mind participants (33%) indicated that e a rlie s t use of this development could occur within ten years, while educators (50%) were more conservative, indicating 15 years. Both groups indicated a medium degree of probability for th eir e a rlie s t use projections. Brain mind participants (33%) indicated widespread use within 20 years, while educators (45%) indicated that this development would take more than 20 years. Both groups indicated a medium degree of probability for th e ir widespread use projections. Only the brain mind participants (14%) indicated at a low level of probability that NEUR0L0GY_ AND NEUROPSYCHOLOGY TRAINING might never have a use in education (see Table 21). 23. EXPERIENCE APPRENTICESHIPS IN LEARNING-HOW-TO-LEARN Professional entrance requirements of an educator w ill include highly sophisticated training in brain mind developments combined with personal experience appren ticeships in the processes of learning-how-to-learn. Brain mind participants (31%) indicated that the e a rlie s t date of use could occur within ten years, while educators (54%) indicated within 15 years. Both groups indicated a medium degree of probability for th e ir e a rlie s t use projections. Brain mind participants (38%) indicated widespread use occurring within 20 years, while educators (58%) indicated that widespread use would involve more than 20 years. Both groups indicated a medium level of probability for th e ir widespread use projections. Only the _ _ _ _ _ _ _ ^ * ...' _______________________________________________ L I 1 . brain mind participants (19%) indicated at a medium level of proba b ilit y that EXPERIENCE APPRENTICESHIPS IN LEARNING-HOW-TO- LEARN might never have a use in education (see Table 22). 24. LEARNING-HOW-TO-LEARN BOARD TESTS Professional requirements of a practicing educator w ill include highly sophisticated training in brain mind developments combined with periodic board level tests in on-going self-learning how-to-learn involvements. Brain mind participants (33%) indicated that the e a rlie s t date of use could occur within 15 years, while educators (37%) indicated within 20 years. Both groups indicated a medium degree of probability for th e ir projections. Brain mind (47%) and educa tion (63%) participants were also in agreement that widespread use was not lik e ly to occur for more than 20 years. Both groups indicated a medium level of probability for th e ir widespread pro jections. However, only the brain mind participants (13%) indicated at a medium degree of probability that LEARNING-HOW-TO-LEARN BOARD TESTS might never have a use in education (see Table 23). 25. TELEPATHIC AND PARAPSYCH0L0GICAL ABILITIES TRAINING Professional educators' training w ill include the devel opment of telepathic and parapsychological a b ilitie s in order to enhance a teacher's a b ility to sense the emotional and cognitive states of the learner and adapt methodology accordingly. Brain mind participants (45%) indicated that the e a rlie s t use of this development could occur within 15 years, while educators (32%) indicated within 20 years. Both groups indicated a medium degree of probability for th e ir projections. Brain mind (55%) and education (52%) participants were also in agreement that widespread use would not occur for more than 20 years. Brain mind participants ------------------------------- — — -------------------------------------------------------------------------------------- j j i indicated a medium degree of probability for th e ir widespread use projection, while educators indicated a high degree of of probability. Brain mind (17%) and education (12%) participants shared a medium degree of probability that TELEPATHIC AND PARAPSY- CHOLOGICAL ABILITIES TRAINING might never have a use in education (see Table 24). 26. EFFECTS OF PARAPSYCHOLOGICAL ABILITIES TRAINING The increased effectiveness of communication and teaching resulting from parapsychological teacher training w ill result in sizable gains in students' learning a b ilitie s . Barin mind participants (31%) indicated the e a rlie s t use of this development could occur within 20 years, while educators (42%) were more optim istic, indicating use within 15 years. Both groups indicated a medium degree of probability for th e ir e a rlie s t use projections. Both brain mind (50%) and education (50%) p a rti cipants were in agreement that widespread use would take more than 20 years at a medium degree of probability. Both brain mind (19%) and education (13%) participants shared at a medium degree of probability that the EFFECTS O F PARAPSYCHOLOGICAL ABILITIES TRAINING might never have a use in education (see Table 25). 27. CHEMICAL INCREASE OF INTELLIGENCE Chemical substances biologically id en tified in the brain and known to influence specific responses w ill be commonly used in educational settings to increase intelligence. Brain mind participants (29%) indicated that the e a rlie s t date of use could occur within 20 years, while educators (39%) indicated that e a rlie s t use would take more than 20 years. While brain mind participants indicated a low degree of probability ___________________ : _________________________________________________ 113] of th e ir e a rlie s t use projection, educators indicated a medium level of probability. Brain mind (33%) and education (46%) p a rti cipants indicated that this development might never have a wide spread date of use. Brain mind participants indicated the non development of widespread use with a medium degree of probability, while educators indicated a high degree of probability. Both brain mind (33%) and education (46%) participants indicated that the CHEMICAL INCREASE OF INTELLIGENCE might never have a role in education, brain mind participants at a medium degree of probability and educators at a high level of probability (see Table 26). 28. USE OF ANXIETY-RELIEVING DRUG S Anxiety-relieving drugs w ill be used to enhance learning as a standard educational procedure in educational settings. In one of the widest divergences in the study, brain mind participants (40%) indicated e a rlie s t use of this development within five years, while educators (40%) indicated that this development would never occur. Both groups indicated a medium degree of pro b a b ility for thwir projections. Brain mind (36%) and education (80%) participants were in agreement that this development might never have a widespread date of use. Brain mind participants in dicated this non-use at a medium level of probability, and educators indicated a high degree of probability. Both brain mind (36%) and education (80%) participants also indicated that the use of ANXIETY-RELIEVING DRUG S might never have a role in education, brain mind participants at a medium degree of probability and educators at a high level of probability (see Table 27). 29. LEGAL A ND ILLEGAL DRUG S The coordination of sanctioned learning drugs used in educational settings with epidemic-level ille g a l drug use by students of all ages w ill be a major public edu cation controversy. Brain mind participants (43%) and educators (31%) both in d i cated e a rlie s t date of use within 15 years. Both groups indicated that widespread use would take more than 20 years, with both groups giving a medium level of probability. However, only the educators (27%) indicated at a medium degree of probability that LEGAL AND ILLEGAL DRUG S might never have a role in education (see Table 28). 30. LEARNING D R U G OBSOLESCENCE Neurological detailing of state specific learning (see No. 44) w ill make drug enhancement of learning obsolete. Brain mind (38%) and education (39%) participants were in agreement that the e a rlie s t date of use of this development could be within 20 years. Brain mind participants indicated this projection at a medium level of p ro bability, while educators indicated a high degree of probability. Brain mind (54%) and education (50%) p a rti cipants were also in agreement that widespread use of this develop ment could take more than 20 years. Both groups indicated this projection at a medium degree of probability. Only the educator (25%) group indicated at a medium degree of probability that LEARNING D R U G OBSOLESCENCE might never have a use in education (see Table 29). 31. MULTIMODAL LEARNING Multimodal learning based on neurological knowledge w ill be a major educational methodology whereby a learn er’s primary cognitive style (visual, audial , ta c tile , e tc .) _________________________________________________________________________1151 is stimulated and intensified fo r the resulting develop ment of alternative learning styles ( f . e . , a dominantly visual learner's visualization a b ilitie s are highly developed and then used as the means of developing his/ her additional audial, ta c tile , e tc ., a b ilitie s ). Brain mind participants (50%) indicated that e a rlie s t use of this development could occur within ten years, while educators (52%) were more optim istic, indicating use within five years. Brain mind participants indicated a high level of probability, while educators indicated a medium probability. Both brain mind (52%) and education (35%) participants were in agreement that widespread use could occur within 20 years. Brain mind participants indicated a high degree of probability, while educators indicated a medium degree of probability for th e ir widespread projection. Both brain mind (4%) and education (4%) participants indicated a low proba b ilit y that MULTIMODAL LEARNING might never have a use in education (see Table 30). 32. MULTISENSORY DELIVERY SYSTEMS Multi sensory delivery systems of learning (kinesthetic, visual, audial, olfactory, e tc .) based on neurologically id entified learning styles w ill be extensively used in educational settings. Brain mind participants (43%) indicated the e a rlie s t use of this development within five years, while educators (36%) indicated ten years. Brain mind participants indicated a high level of proba b ilit y for th e ir e a rlie s t date projection, while educators indicated a medium level of probability. Both brain mind (52%) and educa tion (48%) participants indicated that widespread use could occur within 20 years. Brain mind participants indicated a high degree of probability for th e ir widespread date of use, while ________________________________________________________________ 119 educators indicated a medium degree of probability. Both brain mind (5%) and education (8%) participants indicated at a low degree of probability that MULTISENSORY DELIVERY SYSTEMS might never have a use in education (see Table 31). 33. EDUCATIONAL RESEARCH The study of the mental processes of learners, neurolo gical development, and individual differences w ill be the primary foci of educational research. Brain mind participants (40%) indicated that the e a rlie s t date of use of this development could occur within ten years, while educators (48%) indicated within 15 years. Both groups indicated th e ir e a rlie s t date of use projections with a medium degree of probability. In terms of widespread use, brain.mind participants (47%) indicated use of this development within 20 years, while educators (39%) indicated widespread use would take more than 20 years. Brain mind participants indicated th e ir widespread use projection with a high degree of probability, while educators in dicated a medium degree of probability. Both brain mind (13%) and education (9%) participants indicated that EDUCATIONAL RESEARCH in the three focal areas of the development might never have a role in education, brain mind participants at a medium degree of probability and educators at a low degere of probability (see Table 32). 34. NEUR0L0GICALLY-INFLUENCED EDUCATIONAL LEGISLATION Because of increased knowledge of neurological functions, mandatory birth center education leg islation w ill be enacted. Brain mind participants (46%) indicated that the e a rlie s t __________________________________________________ _ ______________________ i l l date of use of this development could take more than 20 years, while educators (42%) were more optim istic with a projection of 15 years. Both groups indicated a medium degree of probability for th e ir e a rlie s t use projections. Brain mind participants (46%) indicated that widespread use might never occur, while educators (67%) indicated that widespread use could take more than 20 years. Brain mind participants indicated a medium degree of probability for th eir widespread date of use, while educators indicated a high level of probability. Both brain mind (46%) and education (25%) participants indicated at a medium degree of probability that NEUR0L0GICALLY-INFLUENCED EDUCATIONAL LEGISLATURE might never have a use in education (see Table 33). 35. DEVELOPMENTAL CONTROL Environmental and nutritio nal stimuli w ill be extensively used in combination to influence brain tissue and cell growth for increased intelligence from conception through early childhood. Brain mind participants (57%) indicated the e a rlie s t date of use within five years, as did the educator group (40%). Brain mind participants indicated a high degree of probability of e a rlie s t date of use, while educators indicated a medium degree of probability. Both brain mind (50%) and education (45%) participants indicated that widespread use could occur within 20 years, with both groups indicating a high degree of probability for th e ir widespread use projections. Only the educator group (5%) indicated at a low probability level that DEVELOPMENTAL CONTROL might never have a use in education (see Table 34).. "118 36. ADOLESCENT BRAIN G R O W TH New evidence confirming the relationship between adolescent hormonal changes and the stimulation of the lim bic-pre- frontal cortex c irc u itry w ill cause educators to give adolescent education the same importance for developmen tal leaps as early childhood education. Brain mind participants (58%) indicated the e a rlie s t date of use within ten years, as did the educator group (55%). Brain mind participants indicated a high degree of probability of e a rlie s t date of use, while educators indicated a medium degree of proba b ilit y . Both brain mind (59%) and education (44%) participants indicated that the widespread date of use could occur within 20 years, with the brain mind participants at a high level of proba b i lit y and educators at a medium level of probability. Neither group indicated that ADOLESCENT BRAIN G R O W TH might never have a use in education (see Table 35). 37. DEVELOPMENTAL BRAIN EDUCATION Widespread use in educational settings of timed correspon dence of instructional intervention with the physical growth and developmental stages of the brain. Brain mind participants (40%) indicated the e a rlie s t use of this development within ten years, while educators (29%) indicated within 15 years. Brain mind participants indicated this e a rlie s t date of use with a medium degree of p ro bability, while educators indicated a high degree of probability. Brain mind participants (27%) indicated that widespread use could occur within 15 years, while educators (47%) were much more conservative, indicating wide spread use at more than 20 years. Brain mind participants indicated a high degree of probability for th e ir widespread use projections, ______________________________________________________________________________ • 119 while educators indicated a medium degree of probability. Only the brain mind participants (20%) indicated at a medium degree of probability that DEVELOPMENTAL BRAIN EDUCATION might never have a role in education (see Table 36). 38 NEUROLOGICALLY-INFLUENCED LEARNING ENVIRONMENTS Educational learning environments w ill be designed to be much more information-rich and stimulus-saturated based on expanded neurological knowledge. Brain mind participants (45%) indicated the e a rlie s t date of use within five years at a high degree of probab ility, while educa tors (37%) indicated e a rlie s t use within ten years at a medium degree of probability. Brain mind participants (44%) indicated that widespread use could occur within 15 years with a high degree of probability, while educators (42%) indicated widespread use within 20 years at a medium degree of probability. Neither group indicated that NEUR0L0GICALLY-INFLUENCED LEARNING ENVIRONMENTS might never have a use in education (see Table 37). 39. CULTURAL-NEUROLOGICAL EDUCATION Cross-cultural neurological surveys of human potential (26 senses of the Australian Arunti, acute visualization of the Eskimos, lin ear-a n aly tic perception of Anglo- Europeans, e tc .) w ill cause education to increasingly serve a cultural smorgasbord function whereby learners acquire additional neurological capacities not in it ia ll y cultivated in th e ir native culture. Brain mind participants (29%) indicated that e a rlie s t use of this development could occur within ten years at a medium degree of probability, while educators (56%) indicated e a rlie s t use within 20 years at a high degree of probability. Both brain mind (41%) and education (75%) participants indicated th at widespread use 120] could involve more than 20 years, brain mind participants at a medium degree of probability and educators at a high degree of probability. Only the brain mind participants (6%) indicated at a low level of probability that CULTURAL NEUROLOGICAL EDUCATION might never have a use in education (see Table 38). 40. TEACHING-LEARNING NEURAL SYNCHRONICITY Widespread acceptance of thinking as resident neural 'music' w ill create a to ta lly d iffe re n t image of educa tion wherein teaching and learning are exercises to achieve harmony in neural energy patterns. Brain mind participants (32%) indicated that the e a rlie s t date of use could occur within ten years, while educators (22%) were more conservative, with an e a rlie s t date of use projection within 20 years. Both brain mind and education participants in d i cated a medium degree of probability for th e ir e a rlie s t date of use projections. Both brain mind (37%) and education (33%) p a rti cipants agreed that widespread use would not occur for more than 20 years, both at a medium degree of probability. Both brain mind (27%) and education (17%) participants indicated that TEACHING- LEARNING NEURAL SYNCHRONICITY might never have a use in education, brain mind participants at a medium degree of probability and educators at a low degree of probability (see Table 39). 41. EXTENSION OF PSYCHOLOGICAL PARAMETERS The term parapsychology w ill be obsolete with societal acceptance that everything the mind can do is normal, so that within 20 years there w ill be curricular le g i- tim atization of dreaming, deja vu, prescience, precogni tio n , and telekinesis in public schools. Brain mind participants (37%) and educators (41%) were in = 121 that the e a rlie s t date of use of this development could occur within 20 years, both at a medium degree) of probability. Both brain mind (53%) and education (68%) participants also indicated that widespread use of this development could take more than 20 years, brain mind participants at a medium degree of probability and educators at a high degree of probability. Both brain mind (16%) and education (4%) participants indicated that the EXTENSION O F PSYCHOLOGICAL PARAMETERS mightjiever..have a^us^e in education', brain mind participants at a medium level of probability and edu cators at a low degree of probability (see Table 40). 42. EDUCATION AND RELIGION Education w ill play the major healing role in the societal controversy that will ensue with the development of tech nology ( i . e . , psychological, drug, and biofeedback) enabling individuals to induce at w ill mystical-transper sonal experiences with resulting changes in valuesiand> extreme opposition from conventional religious groups. Brain mind participants (33%) indicated that the e a rlie s t date of use of this development could occur within 15 years, with a medium degree of prob ability, while educators (32%) indicated e a rlie s t date of use a fte r more than 20 years at a medium degree of probability. Both brain mind (44%) and education (42%) p a rti cipants agreed that widespread date of use would occur a fte r more than 20 years, both at a medium degree of probability. Both brain mind (11%) and education (32%) participants also indicated with a medium degree of probability that EDUCATION AND RELIGION might never have a use in education (see Table 41). 43. PERSONAL CONTROL OF LEARNING - A A major educational goal w ill be the development of — 1 22 a learner's self-orchestration of personal neurological fa c ilit ie s through self-control of the secretion of endorphins (the natural chemicals of the brain affecting specific behavior). Brain mind participants (46%) indicated the e a rlie s t date of use of this development within 20 years with a medium degree of probability as did educators (61%). Both brain mind (69%) and education (77%) participants also agreed that widespread use would not occur for more than 20 years, both at a medium degree of probability. Only the brain mind participants (8%) indicated with a low degree of probability that the PERSONAL CONTROL O F LEARNING through the self-control of the secretion of endorphins might never have a role in education (see Table 42). 44. PERSONAL CONTROL O F LEARNING - B A major educational goal w ill be the development of a learner's self-orchestration of personal neurological f a c ilit ie s through self-selection of specific states of consciousness (hyperalertness, relaxation, e tc .) suited to the nature of the educational material to be 1 earned. Brain mind participants (33%) indicated the e a rlie s t date of use of this development within 15 years with a medium degree of probability, while educators (54%) indicated e a rlie s t use within 20 years with a high degree of probability. Both brain mind (45%) and education (64%) participants indicated that widespread use would not occur for more than 20 years. Brain mind participants indicated widespread use with a medium degree of probability, while educators indicated a high degree of probability. Neither group indicated that the PERSONAL CONTROL O F LEARNING through the self-selection of specific states of consciousness might never 123J have a use in education (see Table 43). 45. PERSONAL CONTROL OF LEARNING - C A major educational goal w ill be the development of a learner's self-orchestration of personal neurological fa c ilit ie s through self-regulation of the degree of focus of attention by self-control of various localized areas of the brain. Brain mind participants (29%) indicated that the e a rlie s t date of use of this development could occur within 15 years, with a medium degree of probability, while educators (41%) indicated e a rlie s t date of use within 20 years, with a high degree of proba b ilit y . Both brain mind (50%) and educator (53%) groups agreed that widespread use would not occur for more than 20 years, both at a medium degree of probability. Both brain mind (14%) and education (6%) participatns also agreed that the PERSONAL CONTROL OF LEARNING through the self-regulation of the degree of focus of attention might never have a role in education, brain mind participants at a medium degree of probability and educators at a low degree of probability (see Table 44). Section Two: Participant contributed Developments 46. BIOENERGY Brain mind research w ill lead to increased investigation of the bioenergy circulating in and around the human body and the role of this ener-y in learning. Brain mind participants (33%) indicated that the e a rlie s t date of use of this development could occur within ten years, while educators (55%) indicated the e a rlie s t date of use within 20 years. Both groups indicated a medium degree of probability for th e ir e a rlie s t use projections. Brain mind participants (33%) indicated _______________________________________________________________________ '124 widespread use within 20 years at a high degree of probability, while educators (64%) indicated widespread use in more than 20 years, with a medium degree of probability. Both brain mind (33%) and education (18%) participants indicated that BIOENERGY might never have a use in education, brain mind participants with a medium probability and educators at a low degree of probability (see Table 45). 47. BIORHYTHMS Biorhythms w ill be used in educational settings as the basis of creating optimal learning times for individual students. Brain mind participants (31%) indicated the e a rlie s t date of use of this development could occur within 15 years at a medium degree of probability, while educators (50%) indicated the e a rlie s t date of use within 20 years also at a medium degree of probability. Brain mind participants (31%) indicated that widespread use might never occur, with a medium degree of probab ility, while educators (67%) indicated that widespread use could take more than 20 years, also at a medium degree of probability. Both brain mind (31%) and education (8%) groups indicated that BIORHYTHMS might never have a role in education, brain mind participants at a medium level of probability and educators at a low degree of probability (see Table 46). 48. BRAIN MIND ALLIANCE WITH THE ARTS Developments in the brain mind revolution with th e ir emphasis on multiple ways of information processing w ill cause the arts to take on a central position in the educational process. Brain mind participants (57%) indicated the e a rlie s t date ______________________ J25 of use of this development could occur within five years, while educators (31%) were more conservative, with a projection of 15 years fo r e a rlie s t date of use. Brain mind participants indicated a high degree of probability for th eir projection, ' while educators indicated a medium degree of probability. Brain mind participants (29%) and.educators (46%) both indicated widespread use would take more than 20 years at a medium degree of probability. Only the educators (8%) indicated with a low degree of probability that the BRAIN MIND ALLIANCE WITH THE ARTS might never have a use in education (see Table 47). 49. COMPUTER GRAPHICS Computer graphics w ill be widely used in educational settings to develop the v is u a l-s p a tia l, non-linear capacities of the right brain hemisphere. Brain mind participants (35%) indicated that the e a rlie s t date of use of this development could occur within five years at a high degree of prob ability, while educators (38%) indicated a more conservative projection of within 15 years at a medium degree of probability. Brain mind participants (29%) projected widespread use within 15 years at a high degree of probability, while educa tors (62%) indicated widespread use would take more than 20 years at a medium degree of probability. Only the brain mind group (14%) with a medium degree of probability indicated that COMPUTER GRAPHICS might never have a role in education (see Table 48). 50. CORRECTIVE MICRO COMPUTER IMPLANTS The direct implanting of micro computers w ill be recog nized in education as a practical means of correcting mental defects. — —--------------------------: ............................................. .J 2 6 Brain mind participants (25%) indicated that this development would never be implemented for both the e a rlie s t use with a medium degree of probability and widespread use (50%) with a high degree of probability. Educators (57%) indicated that both e a rlie s t date of use and widespread date of use (57%) would take more than 20 years, with both projections at a medium degree of probability. Both brain mind (50%) and education (17%) participants indicated that CORRECTIVE MICRO COMPUTER IMPLATNS might never have a use in education, brain mind participants with a high degree of proba b ilit y and educators with a medium degree of probability (see Table 49). 51. CULTURAL EVOLUTION/BRAIN EVOLUTION The increased rate of sociological change in American culture since 1945 has increasingly made the obsoles cence of 3-R education publically evident with the re sult that applications of the brain mind revolution w ill be widely used in both home and school settings. Brain mind participants (43%) and educators (40%) both in d i cated the e a rlie s t date of use of this development could occur within ten years, brain mind participants with a high degree of probability and educators with a medium degree of probability. Brain mind participants (47%) indicated widespread use of this development within 20 years, with a high degree of probability, while educators (60%) indicated widespread use would take more than 20 years, with a medium degree of probability. Both brain mind (13%) and education (10%) participants indicated that CULTURAL EVOLUTION/BRAIN EVOLUTION might never have a role in education, both with a low degree of probability (see Table 50). _121 52. D ER M O OPTICAL PERCEPTION One of the expanded human capab ilities of the brain mind revolution w ill be the acceptance and use in edu cational settings of the a b ility to distinguish color and form through the sense of touch without vision. Brain mind participants (30%) indicated the e a rlie s t date of use of this development within ten years, while educator; (43%) were more conservative, with a projection of e a rlie s t use within 20 years. Both groups indicated a medium degree of probability. Brain mind participants (30%) indicated widespread date of use within 20 years, while educators (50%) indicated that widespread use would take more than 20 years, both groups indicating a medium degree of probability. Both brain mind (30%) and education (33%) participants indicated with a medium level of probability that D ER M O OPTICAL PERCEPTION might never have a role in education (see Table 51). 53. DREAM RESEARCH Increased use in educational settings w ill be made of dream research to prevent learning blocks and psycho logical learning d iffic u ltie s . Brain mind participants (43%) indicated the e a rlie s t date of use of this development within 15 years at a medium degree of probability, while educators (39%) indicated e a rlie s t use within 20 years, with a medium degree of probability. Brain mind p a rti cipants (43%) indicated widespread use within 20 years with a high degree of probability, while educators (62%) indicated a widespread date of use would take more than 20 years, with a medium degree of probability. Both brain mind (7%) and education (8%) p a rtic i pants indicated with a low degree of probability that DREAM RESEARCH _______________________________________________________________________ _J 28 might never have a use in education (see Table 52). 54. ELECTRONIC SUPPORT FOR CROSS SENSING Electronic devices such as the current Optacon which enables a person to read prin t through the ta c tile sense without vision w ill increasingly be used in educational settings to develop cross sensing (the use of one or more senses interchangeably, i . e . , the smelling of sound) in the information processing. Brain mind participants (46%) indicated the e a rlie s t date of use of this development within 10 years, with a medium degree of probability, while educators (50%) indicated e a rlie s t use within 20 years, also with a medium degree of probability. Both brain mind (50%) and education (63%) participants indicated that widespread use of this development would take more than 20 years, brain mind participants with a high degree of probability and educators with a medium degree of probability. Both brain mind (17%) and educa tion (25%) participants indicated that ELECTRONIC SUPPORT FO R CROSS SENSING might never have a use in education, both with a medium degree of probability (see Table 53). 55. FEDERAL BUDGET FOR NATIONAL TEACHER RETRAINING The retraining of teachers in the information and method ology/of theibrain mind revolution w i l l :become a national, educational p rio rity with federal money sim ilar to that used in t i t l e programs and educational acts allocated for such retraining. Brain mind participants (47%) indicated the e a rlie s t date of use of this development within ten years, with a medium degree of probability, while educators (60%) were more conservative, with a 20 year projection also at a medium degree of probability. Brain mind participants (33%) indicated that widespread use could occur within 20 years at a medium level of probability, while educators ________ :129 (70%) indicated that widespread use would take more than 20 years, with a high degree of probability. Both brain mind (20%) Vand education (10%) participants indicated that a FEDERAL BUDGET FO R NATIONAL TEACHER RETRAINING might never have a use in education, brain mind participants with a medium degree of probability and educators with a low degree of probabi1ity .(s e e Table 54). 56. INTERSPECIES COMMUNICATION Increasing pub!ic recognition of the brain-indicative com m unicationpotential. - between humans and Cetacea (whales, orca, dolphins) w ill cause education to p rio r itiz e curriculum designed to increase interspecies knowledge and interspecies communication methodology. Both brain mind participants (37%) and educators (50%) indicated that the e a rlie s t date of use of this development could occur within 20 years, brain mind participants with a medium degree of probability and educators with a low degree of probability. Both brain mind (55%) and education (63%) participants also agreed with a medium degree of probability that widespread use would involve more than 20 years. Both brain mind (27%) and education (25%) participants with a medium degree of probability further agreed that INTERSPECIES COMMUNICATION might never have a role in education (see Table 55). 57. NEUROLINGUISTICS The fie ld of neurolinguistics, which deals with the language choice, nonverbal communication, and multimodal brain coding style (visual, audial, kinesthetic, e tc .) w ill be a major educational component in teacher training. Brain mind participants (36%) indicated the e a rlie s t date of use of this development within fiv e years with a medium degree of probability, while educators (40%) were more conservative, with ___________________________ 130. a projection of 15 years with a high degree of probability. Brain mind participants {29%) indicated widespread use of this develop ment within 20 years, while educators (70%) indictated that wide spread use would take more than 20 years, both groups with a high degree of probability. Both brain mind (29%) and education (10%) participants indicated that NEUROLINGUISTICS might never have a use in education, brain mind participants with a medium degree of probability and educators with a low degree of probability (see Table 55). 58. PUBLIC AND POLICY M AKER EDUCATION The general public and policy makers in various sectors w ill be extensively educated through the media in the importance and ^implications of the brain mind revolution. Brain mind participants (43%) indicated the e a rlie s t date of use of this development within five years, with a high degree of probability, while educators (56%) were widely divergent, in d i cating e a rlie s t use in 20 years,, with a medium degree of probability Brain mind participants (36%) indicated widespread use of this development within 15 years, again with a high degree of proba b i lit y , while educators (78%) indicated that widespread use would take more than 20 years, with a medium degree of probability. Only the brain mind participants (7%) indicated, with a low degree of probability, that PUBLIC AND POLICY MAKER EDUCATION might.,never have a role in education (see Table 57). 59. SEX DIFFERENCES The neural discovery that there are biologically based sex differences in the way information is perceived, stored, and retrieved w ill influence the development of learning programs that maximize cognitive development of males and females through varying learning strategies. . u Brain mind participants (33%) indicated the e a rlie s t date of use of this development within ten years at a medium degree of prob ability, while educators (60%) indicated e a rlie s t use within 20 years at a low degree of probability. Brain mind participants (22%) indicated widespread use of this development within 20 years at a medium degree of probability, while educators (80%) indicated that widespread use would take more than 20 years, with a high degree of probability. Only the brain mind participants (22%) indicated with a medium degree of probability that SEX DIFFERENCES might never have a use in education (see Table 58). 60. SOCIETAL RESISTANCE Ideological opposition to the brain mind revolution from various sectors w ill cause the formation of parallel education systems in which there is a public choice in education style. Brain mind participants (54%) indicated the e a rlie s t use of this development within five years, with a medium degree of proba b i lit y , while educators (33%) were more conservative, with a pro jection of e a rlie s t use within 20 years at a medium degree of probability. Brain mind participants (31%) indicated a widespread date of use within ten years, with a medium degree of probability, while educators (60%) indicated that a widespread use would take more than 20 years, with a high degree of probability. Both brain mind (8%) and education (10%) participants indicated with a low degree of probability that SOCIETAL RESISTANCE might never have a use in education (see Table 59). 1321 61. VISUALIZATION The technique of visualization w ill become a major edu cational methodology used at all grade levels in all subject areas. Brain mind participants (62%) indicated the e a rlie s t date of use of this development within fiv e years with a high degree of probability, while educators (50%) indicated e a rlie s t use within 15 years, with a medium degree of probability. Both brain mind (46%) and education (50%) participants indicated a widespread use within 20 years with a high degree of probability. Neither group indicated that VISUALIZATION might never have a use in education (see Table 60). 62. W ORLDW IDE COMPUTER NETW ORKS The development of worldwide educational computer networks as accessible learning resources w ill cause dramatic increases in the general in tellectu al a b ilitie s of the under-21 population. Brain mind participants (50%) indicated the e a rlie s t date of use of this development within five years, with a high degree of probab ility, while educators (33%) indicated e a rlie s t date of use within 15 years, with a medium degree of probability. Brain mind participants (33%) indicated widespread use within 20 years, with a high degree of prob ability, while educators (50%) indicated that widespread use would take more than 20 years, with a medium degree of probability. Neither group indicated that W ORLDW IDE COM PUTER NETW ORKS might never have a use in education (see Table 61). Table 1 Summary Delphi Response: No. 1 AUDIO BRAIN STIMULATION (Rounded Percentage of Response) RESPONSE (Absolute frequency) . Total Participant Response 39 Brain Researcher-Disseminator Response 16 Educator Response 23 EARLIEST DATE OF USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 25% *50% 25% 0% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 *50% 6% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 35% *44% 17% 0% 4% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 *22% 9% 4% 0% WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 27% *40% > 20% 13% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence. C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 5% 5% 23% 32% *36% 0%~ 0% 27% *27% 0% '.134 D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 'r fr = indicator of largest response 0% *33% 7% 13% Table 2 Summary Delphi Response: No. 2 AUTONOMIC-PHYSICAL SYSTEM CONTROL (Rounded Percentage of Response) 1. RESPONSE (Absolute frequency) Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE OF USE TIMELINE A N D PROBABILITY 35 18 17 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Time!ine 1996-2000 Later Never 33% r39% 17% 11% 0% 0% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence *50% 6 % 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 24% *35% 18% 24% 0% 0% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 18% of occurrence 1991-2000 *24% la ter than 2000 0% 0% . Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Time!ine 1996-2000 Later Never 5% 0% 17% *56% 17% 5% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% *50% 6% 5% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6% 6 % 18% 29% *41% 0% Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null probability of occurrence = indicator of largest response 0% *30% 29% 0% - 3 35' Table 3 Summary Delphi Response: No 3. BODY MOVEMENT-BRAIN STIMULATION (Rounded Percentage of Response) RESPONSE (Absolute frequency) Total Participant Response 43 Brain Researcher-Disseminator Response 20 Educator Response 23 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never * ■ " s j o n o o is - s o C f S o ^ 9 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 *75% 5% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *65% 31% 4% 0% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability later than 2000 Null probability of occurrence -1990 -2000 *61% 4% 0% 0% WIDESPREAD DATE O F USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 5% 30% *55% 10% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 5% *70% 5% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 30% *35% 31% 4% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 17% *52% 4% 0% = indicator of largest response 136 Table 4 Summary Delphi Response: No. 4 STATE OF CONSCIOUSNESS SELECTION (Rounded Percentage of Response) 1. RESPONSE (Absolute frequency) . Total Participant Response Brain Researcher-Disseminator Response Educator Response EARLIEST DATE O F USE TIMELINE A ND PROBABILITY 43 20 23 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never 15% *40% 15% 30% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *40% 50% or more probability of occurrence 1991-2000 20% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 17% 26% *44% 13% 0 % D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 17% of occurrence 1991-2000 *22% la ter than 2000 0% Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later *40% Never 0% 5% 15% 35% 5% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later 0% *35% 30% 5% Never 4% 4% 9% *52% 31% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability Null probability of occurrence = indicator of largest response of occurrence 1980-1990 0% of occurrence 1991-2000 *26 la te r than 2000 26% 0% 137 Table 5 Summary Delphi Response: No. 5 SUBJECTIVE TIME U SE (Rounded Percentage of Response) RESPONSE (Absolute frequency) . Total Participant Response Brain Researcher-Disseminator Response Educator Response EARLIEST DATE OF USE TIMELINE AND PROBABILITY 39 18 21 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never 22% *33% 28% 17% 0% 0% B. Brain Researcher-Disseminator Probability . 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 *28% 28% 0% 0% 1991-1995 1996-2000 Later Never 33% 5% *57% 5% 0% 0% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 19% of occurrence 1991-2000 *33% la te r than 2000 0% 0% Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never 0% 0% 17% 39% *44% 0% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 . Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later 0% *39% 28% 0% Never 5% 5% 14% 28% *48% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 5% 50% or more probability of occurrence 1991-2000 29% 50% or more probability la te r than 2000 *38% Null probability of occurrence 0% = indicator of largest response 13E Table 6 Summary Delphi Response: No. 6 LIMBIC, BRAIN STEM, FRONTAL LOBE INFLUENCE (Rounded Percentage of Response) RESPONSE (Absolute frequency) . Total Participant Response 22 Brain Researcher-Disseminator Response 11 Educator Response 11 EARLIEST DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never 22% *46% 9% 18% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later *46% 18% 0% 0% Never 27% *64% 9% 0% 0% D. Educator Probability 50% or more probability . 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later 9% *46% 0% 0% Never 0% 0% 36% r36% 28% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability later than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later *55% 9% 0% Never 9% 0% 9% 55% 27% 0% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 later than 2000 Null p rob a b ility of occurrence = indicator of largest response 0% *27% 27% 0% 139 . Table 7 Summary Delphi Response: No. 7 REPETITION-REINFORCEMENT OBSOLESCENCE (Rounded Percentage of Response) RESPONSE (Absolute frequency) . Total Participant Response 46 Brain Researcher-Disseminator Response 20 Educator Response 26 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *50% 40% 0% 5% 0% 5% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability later than 2000 Null probability of occurrence -1990 -2000 *75% 5% 0% 5% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 15% *58% 27% 0% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 *43% 12% 0% 0% WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 5% 15% 15% *30% 25% 10% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 20% *35% 20% 10% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 8% 15% *50% 15% 12% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 . Null probability of occurrence -1990 -2000 8% *43% 12% 8% = indicator of largest response i4d Table 8 Summary Delphi Response: No. 8 N E W APPROACHES TO M E M O R Y (Rounded Percentage of Response) 1. RESPONSE (Absolute frequency) Total Participant Response . Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE OF USE TIMELINE AND PROBABILITY 37 12 25 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never *33% 25% 17% 8% 17% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 *34% 17% 8% 0% 1991-1995 1996-2000 Later Never 20% *36% 12% 28% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 *24% 50% or more probability of occurrence 1991-2000 16% 50% or more probability la te r than 2000 4% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 8% 8% 8% * 68% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 17% 50% or more probability of occurrence 1991-2000 17% 50% or more probability la te r than 2000 *42% . Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 12% 24% 12% *48% 4% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 20% 50% or more probability la te r than 2000 . Null probability of occurrence = indicator of largest response *32% 4% T41 Table 9 Summary Delphi Response: No. 9 ENDORPHINS AND EDUCATION (Rounded Percentage of Response) 1. RESPONSE (Absolute frequency) . Total Participant Response 27 Brain Researcher-Disseminator Response 11 Educator Response 16 2. EARLIEST DATE OF USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 9% *46% 27% 9% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *27% 50% or more probability of occurrence 1991-2000 18% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 13% *44% 31 % 6% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% 6% *38% 6% 0% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 18% *46% 36% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 . Null probability of occurrence 0% *55% 27% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 5% 13% 13% '56% 13% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 . Null p rob a b ility of occurrence = indicator of largest response 0% 6% *38% 6% 142 Table 10 Summary Delphi Response: No. 11 MIND-BODY CO NTRO L (Rounded Percentage of Response) 1. RESPONSE (Absolute frequency) . Total Participant Response 37 Brain Researcher-Disseminator Response 18 Educator Response 19 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 22% *50% 11% 11% 0% 6% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-T990 *56% 50% or more probability of occurrence 1991-2000 16% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 10% *32% 21 % 16% 21% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 *21% 50% or more probability of occurrence 1991-2000 16% 50% or more probability la te r than 2000 21% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 11% 39% *44% 6% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% *39% 28% 6% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 11% 5% 26% *47% 11% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null probability of occurrence = indicator of largest response 5% 26% *26% 11 % 14_3J Table 11 Summary Delphi Response: No. 12 ECONOMIC INFLUENCES O N BIOTECHNOLOGY (Rounded Percentages of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 34 Brain Researcher-Disseminator Response 14 Educator Response 20 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 28% *36% 29% 9% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *50% 50% or more probability of occurrence 1991-2000 21% . 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 10% 1 30% *35% 1 0% D. Educator Probability 50% or more probability . 50% or more probability 50% or more probability of occurrence 1980-1990 10% of occurrence 1991-2000 *25% la ter than 2000 5% Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 21% 36% 43% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *43% 50% or more probability la te r than 2000 36% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 10% 5% 15% of of occurrence occurrence D. Educator Probability 50% or more probability . 50% or more probability 50% or more probability la te r than 2000 Null probability of occurrence = indicator of largest response *65% 1980-1990 1991-2000 5% 5% 5% *45% 5% I M . Table 12 Summary Delphi Response: No. 13 BRAIN AS M O D EL BUILDER (Rounded percentages of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY 38 16 22 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Time!ine 1996-2000 Later Never 38% *44% 6% 6% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *63% 50% or more probability of occurrence 1991-2000 13% 50% or more probability la te r than 2000 0% Null probabi1ity of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 23% *54% 5% 1 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 *36% 50% or more probability of occurrence 1991-2000 23% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never 0% 7% 31% *31% 31% 0% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 . 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 6% *50% 19% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never ■ 5 % 5% 5% *45% 40% 0% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 5% *46% 36% Null p rob a b ility of occurrence indicator of largest response 1 M Table 13 Summary Delphi Response: Mo. 14 HOLOGRAPHIC BRAIN- HOLOGRAPHIC UNIVERSE (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 36 Brain Researcher-Disseminator Response 18 Educator Response 18 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 11% *56% 22% 11% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *44% 50% or more probability of occurrence 1991-2000 22% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6% 22% 28% *44% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 17% 50% or more probability of occurrence 1991-2000 *45% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 11% 28% /»*55% 6% B. Brain Researcher-Disseminator Probability . 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 28% 50% or more probability la te r than 2000 *33% . Null probability of occurrence 6% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 11% 28% *61% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 33% 50% or more probability la te r than 2000 *33% Null probability of occurrence 0% = indicator of largest response 146 Table 14 Summary Delphi Response: No. 15 COMPUTER AND INFORMATION PROCESSING M ODELS (Rounded Percentages of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE OF USE TIMELINE A N D PROBABILITY 29 15 14 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never *47% 33% 1 7% 0% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence *21% 0% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 29% *50% 21% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability 0% 0% 0% of occurrence 1980-1990 *29% of occurrence 1991-2000 7% la te r than 2000 0% Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later 0% Never 0% 13% 7% *40% 33% 7% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 13% 50% or more probability of occurrence 1991-2000 *27% 50% or more probability la te r than 2000 20% . Null probability of occurrence 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 28% *29% 29% 7% 7% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null probability of occurrence = indicator of largest response *29% 0% 7% 147, Table 15 Summary Delphi Response: No. 16 NEUROLOGICALLY-BASED INDIVIDUALIZATION (Rounded Percentages of Responses) RESPONSE (Absolute frequency) . Total Participant Response 40 Brain Researcher-Disseminator Response 17 Educator Response 23 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *53% 35% 6% 6% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability later than 2000 Null probability of occurrence -1990 -2000 *59% 6% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 39% *39% 22% 0% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probabi1ity 1ater than 2000 Null probability of occurrence -1990 -2000 *48% 4% 0% 0% WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 12% 18% *47% 23% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 12% *41% 18% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 17% 22% *35% 22% 4% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence = indicator of largest response 0% *26% 17% 4% 148 Table 16 Summary Delphi Response: No. 17 NEUROLOGICALLY-INFLUENCED CURRICULUM AND M ETHODOLOGY (Rounded Percentages of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 43 Brain Researcher-Disseminator Response 19 Educator Response 24 2. EARLIEST DATE OF USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 32% *47% 5% 16% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *58% 50% or more probability of occurrence 1991-2000 11% 50% or more probability la te r than 2000 0% . Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 17% '21,% > ' *58% 4% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 8% 50% or more probability of occurrence 1991-2000 *33% 50% or more probability later than 2000 0% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 5% 21% *37% 37% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 5% 50% or more probability of occurrence 1991-2000 *53% 50% or more probability la te r than 2000 26% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 13% 8% *50% - 29% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 8% 50% or more probability of occurrence 1991-2000 *29% 50% or more probability la te r than 2000 21% Null probability of occurrence 0% * = indicator of largest response ________________________________________________________________________149 Table 17 Summary Delphi Response: No. 18 NEUROLOGICALLY- INFLUENCED TESTING DESIGNS (Rounded Percentages of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 41 Brain Researcher-Disseminator Response 19 Educator Response 22 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 37% *47% 11% 5% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *42% 50% or more probability of occurrence 1991-2000 11% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 32% 32% *36% 4% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 *32% 50% or more probability of occurrence 1991-2000 19% . 50% or more probability la te r than 2000 0% Null probability of occurrence 0% 3. WIDESPREAD DATE OF USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 10% 16% *47% 16% 11% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 5% 50% or more probability of occurrence 1991-2000 *48% 50% or more probability la te r than 2000 11% Null probability of occurrence 11% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 9% 4% *55% 27% 5% D. Educator Probability 50% or more probability of occurrence 1980-1990 5% 50% or more probability of occurrence 1991-2000 *51% 50% or more probability la te r than 2000 23% Null probability of occurrence 5% = indicator of largest response 150 Table 18 Summary Delphi Response: No. 19 NEUROLOGICAL INFLUENCE FR O M CONTENT TO CONTEXT (Rounded Percentages of Response) RESPONSE (Absolute frequency) Total Participant Response 42 Brain Researcher-Disseminator Response 20 Educator Response 22 EARLIEST DATE OF USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 30% *50% 5% 15% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 . 50% or more probability of occurrence 1991 50% or more probability later than 2000 Null probability of occurrence -1990 -2000 *50% 20% 0% 0% C. Educator Time!ine 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 25% *54% 14% 9% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability late r than 2000 Null probability of occurrence -1990 -2000 *37% 14% 0% 0% WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 5% 25% *55% 15% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 5% *60% 10% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 9% 27% *32% 32% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 5% *46% 27% 0% = indicator of largest response 151 Table 19 Summary Delphi Response: No. 20 TRIUNE BRAIN LEARNING INFLUENCES (Rounded Percentages of Responses) RESPONSE (Absolute frequency) Total Participant Response 30 Brain Researcher-Disseminator Response 13 Educator Response 17 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 15% *54% 23% 8% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 *39% 8% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 12% 17% *65% 6% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 12% *18% 0% 0% WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 3% 38% *46% 8% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 23% *39% 8% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 6% 12% 23% *53% 6% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 . 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 12% *35% 6% = indicator of largest response 152 Table 20 Summary Delphi Response: No. 21 NONVERBAL BRAIN INTERCOMMUNICATION SYSTEMS (Rounded Percentages of Redponses) RESPONSE (Absolute frequency) Total Participant Response 32 Brain Researcher-Disseminator Response 16 Educator Response 16 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 12% *44% 44% 0% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probabi1ity of occurrence 1991 50% or more probability la te r than 2000 . Null probability of occurrence -1990 -2000 *38% 25% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 19% 25% *31% 19% 6% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 19% *19% 6% 0% WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 6% *44% 37% 13% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 25% *38% 13% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 13% 0% *44% 37% 6% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 6% 19% *32% 6% = indicator of largest response 153 Table 21 Summary Delphi Response: No. 22 NEUROLOGY A N D NEUROPSYCHOLOGY TRAINING (Rounded Percentage of Response) 1. RESPONSE (Absolute frequency) Total Participant Response 35 Brain Researcher-Disseminator Response 15 Educator Response 20 2. EARLIEST DATE OF USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 20% *33% 20% 7% 13% 7% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence *13% 7% 7% 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 15% 10% *50% 25% 0% 0% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 5% *35% 0% 0% Later Never 0% 7% 13% *33% 33% 14% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000' Null probability of occurrence 7% *33% 20% 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 25% 25% *45% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence indicator of largest response 5% 30% *30% 0% -154 Table 22 Summary Delphi Response: No. 23 EXPERIENCE APPRENTICESHIPS IN LEARNING-HOW-TO-LEARN (Rounded Percentage of Response) 1. RESPONSE (Absolute frequency) Total Participant Response 40 Brain Researcher-Disseminator Response 16 Educator Response 24 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 19% *31% 25% 25% 0% 0% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 26% *31% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 21% *54% 17% 0% 0% D. Educator Probability 50% or more probability . 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 13% *38% 0% 0% Later Never 0% 0% 12% *38% 31% 19% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 . 50% or more probability la te r than 2000 Null probability of occurrence 0% *26% 25% 1 3% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 4% 0% 9% 29% *58% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 . 50% or more probability la te r than 2000 Null probability of occurrence indicator of largest response 0% 21% *29% 0% 155 Table 23 Summary Delphi Response: No. 24 LEARNING-HOW-TO-LEARN TESTS (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 34 15 19 Later Never 1 7% *33% 20% 20% 7% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 14% 13% * 20% 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 1 1 32% D. Educator Probability 50% or more probability 50% or more probability of of *37% occurrence occurrence 5% 1980-1990 1991-2000 0% . 50% or more probability la te r than 2000 Null probability of occurrence 3. WIDESPREAD DATE OF USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 11% *32% 5% 0% Later Never 0% 0% 13% 27% *47% 13% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% 13% *33% 13% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 5% 0% 5% 27% *63% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence indicator of largest response 16% *37% 156 Table 24 Summary Delphi Response: No. 25 TELEPATHIC AND PARAPSYCHO- LOGICAL ABILITIES TRAINING (Rounded Percentage of Responses) 1 . RESPONSE (Absolute frequency) Total Participant Response 43 Brain Researcher-Disseminator Response 18 Educator Response 25 2. EARLIEST DATE OF USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 11% 11% *45% 22% 11% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 12% *28% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 12% 16% 20% *32% 20% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 8% *28% 16% 0% 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 28% *55% 17% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 17% *39% 17% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 4% 4% 28% *52% 12% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 20% *44% 12% = indicator of largest response ' 1 57 Table 25 Summary Delphi Response: No. 26 EFFECTS OF PARAPSYCHOLOGICAL TEACHER TRAINING (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 40 . Brain Researcher-Disseminator Response 16 Educator Response 24 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 19% 12% 19% *31% 19% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 13% 50% or more probability of occurrence 1991-2000 *19% . 50% or more probability la te r than 2000 6% . Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 8% 8% *42% 34% 8% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *38% 50% or more probability la te r than 2000 8% . Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 6% 25% *50% 19% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 6% 50% or more probability la te r than 2000 *31% Null probability of occurrence 13% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 4% 12% 21% *50% 13% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 8% 50% or more probability la te r than 2000 *38% Null probability of occurrence 13% = indicator of largest response 158 Table 26 Summary Delphi Response: No. 27 CHEMICAL INCREASE OF INTELLIGENCE (Rounded Percentage of Responses) RESPONSE (Absolute frequency) Total Participant Response 27 . Brain Researcher-Disseminator Response 14 Educator Response 13 EARLIEST DATE OF USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 14% 14% 22% *29% 7% 14% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 7% 0% 7% *14% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 8% 15% 30% *39% 8% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 8% 16% *23% 8% WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 17% 17% 33% *33% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 25% 17% *33% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 8% 8% 38% *46% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence = indicator of largest response 0% 0% 15% *46% 159 Table 27 Summary Delphi Response: No. 28 USE OF ANXIETY- DRUG S RELIEVING (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 30 . Brain Researcher-Disseminator Response 15 Educator Response 15 2. EARLIEST DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *40% 13% 20% 0% 7% 20% B. Brain Researcher-Disseminator Probability 50% or more probability-of occurrence 1980 50% or more probability of occurrence 1991 . 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 *27% 0% 0% 20% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 13% 0% 27% 7% 13% *40% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 7% 7% *33% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 7% 14% 14% 29% *36% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 . Null probability of occurrence -1990 -2000 0% 7% 14% *36% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 .ater Never 0% 0% 0% 20% 0% *80% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 0% 0% *73% = indicator of largest response 160 Table 28 Summary Delphi Response: No. 29 LEGAL AND ILLEGAL D R U G S (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 30 . Brain Researcher-Disseminator Response 14 Educator Response 16 2. EARLIEST DATE O F USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 36% 14% *43% 7% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 29% *29% 0% C. Educator Timeline 1980-1985 T986-1990 1991-1995 1996-2000 Later Never 6% 19% *31% 25% 13% 6% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 6% *32% 6% 6% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 15% 8% 31% *46% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 . Null probability of occurrence 15% *23% 15% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 20% 20% *33% 27% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence = indicator of largest response 0% •20 % 20% *27% 1 .6 1 Table 29 Summary Delphi Response: No. 30 LEARNING D R U G OBSOLESCENCE (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) » . Total Participant Response . Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE OF USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 26 13 13 Later Never 8% 31% 8% *38% 15% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 16% *16% 8% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 7% 39% *39% 15% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% *62% 8% 0% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 46% *54% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% . 50% or more probability of occurrence 1991-2000 36% 50% or more probability la te r than 2000 *36% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 25% *50% 25% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null p rob a b ility of occurrence = indicator of largest response 0% 25% *33% 17% 162 Table 30 Summary Delphi Response: No. 31 MULTIMODAL LEARNING (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 45 . Brain Researcher-Disseminator Response 22 Educator Response 23 2. EARLIEST DATE OF USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 32% *50% 13% 5% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *59% 50% or more probability of occurrence 1991-2000 9% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *52% 9% 26% 9% 4% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 *26% 50% or more probability of occurrence 1991-2000 17% 50% or more probability >later than 2000 4% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 9% 12% *52% 13% 4% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 9% 50% or more probability of occurrence 1991-2000 *70% . 50% or more probability la te r than 2000 9% Null probability of occurrence 4% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 4% 9 -% ' • 12% *35% 30% 4% D. Educator Probability 50% or more probability of occurrence 1980-1990 9% 50% or more probability of occurrence 1991-2000 *35% 50% or more probability la te r than 2000 26% Null probability of occurrence 4% = indicator of largest response - 163 Table 31 Summary Delphi Response: No. 32 MULTISENSORY DELIVERY SYSTEMS (Rounded Percentage of Responses) RESPONSE (Absolute frequency) Total Participant Response 46 Brain Researcher-Disseminator Response 21 Educator Response 25 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *43% 24% 24% 9% 0% ■ 0 % B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *43% 50% or more probability of occurrence 1991-2000 20% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 36% *36% 12% 12% 4% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 *36% 50% or more probability of occurrence 1991-2000 8% 50% or more probability la te r than 2000 4% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 5% 24% *52% 14% 5% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 5% 50% or more probability of occurrence 1991-2000 *62% . 50% or more probability la te r than 2000 10% . Null probability of occurrence 5% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 4% 12% 8% *48% 20% 8% D. Educator Probability 50% or more probability of occurrence 1980-1990 8% 50% or more probability of occurrence 1991-2000 *36% 50% or more probability la te r than 2000 20% Null probability of occurrence 8% = indicator of largest response l_64j Table 32 Summary Delphi Response: No. 33 EDUCATIONAL RESEARCH (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 38 15 23 Later Never 27% *40% 13% 13% 0% 7% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *27% 50% or more probability of occurrence 1991-2000 20% 50% or more probability la te r than 2000 0% Null probability of occurrence 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 17% 1 *48% D. Educator Probability . 50% or more probabi1ity . 50% or more probability 50% or more probability 18% 0% 4% of occurrence 1980-1990 9% of occurrence 1991-2000 *39% la te r than 2000 0% Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later 4% Never 7% 20% *47% 13% 13% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 . 50% or more probability of occurrence 1991-2000 .. 50% or more probabi1ity la te r than 2000 Null probability of occurrence 7% *53% 13% 13% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 4% 4% 5% 39% *39% 9% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 0% 22 % *35% Null p ro b a b ility of occurrence = indicator of largest response 165 Table 33 Summary Delphi Response: No. 34 NEUROLOGICALLY-INFLUENCED EDUCATIONAL LEGISLATION (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Time!ine 1996-2000 23 11 12 Later Never B. 0% 9% 18% 9% Brain Researcher-Disseminator Probability *46% 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 1 9% *36% 18% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% *42% 8% 42% 8% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *25% 50% or more probability la te r than 2000 8% Null probability of occurrence 8% 3. WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0 % 0% 0% 9% 45% *46% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% 0% 36% *36% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0 % 0% r67% 25% D Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence = indicator of largest response 0% 0% *50% 25% 166 Table 34 Summary Delphi Response: No. 35 DEVELOPMENTAL CO NTRO L (Rounded Percentage of Responses) RESPONSE (Absolute frequency) . Total Participant Response 34 . Brain Researcher-Disseminator Response 14 Educator Response 20 EARLIEST DATE OF USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *57% 22% 14% 7% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 *64% 14% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *40% 20% 25% 10% 5% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 *25% 20% 5% 0% WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990. 1991-1995 1996-2000 Later Never 0% 14% 14% *50% 22% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probabi1ity 1ater than 2000 Null probability of occurrence -1990 -2000 14% *64% 21% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 5% 5% 20% *45% 20% 5% D. Educator Probability 50% of more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence = indicator of largest response 10% *45% 20% 5% 167 Table 35 Summary Delphi Response: No. 36 ADOLESCENT BRAIN G R O W T H (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 30 Brain Researcher-Disseminator Response 12 Educator Response 18 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 25% *58% 17% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability later than 2000 Null probability of occurrence *50% 8% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6% *55% 28% 11% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 . 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% *33% 22 % 0% 0% 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 25% *59% 8% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 8% 50% or more probability of occurrence 1991-2000 *67% 50% or more probability la te r than 2000 8% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 6% 11% 39% 0% ). Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence = in d ic a to r o f la rg e st response 0% *28% 28% 0% J M Table 36 Summary Delphi Response: No. 37 DEVELOPM ENTAL BRAIN EDUCATION (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 32 Brain Researcher-Disseminator Response 15 Educator Response 17 2. EARLIEST DATE OF USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 20% *40% 26% 7% 7% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *33% 50% or more probability of occurrence 1991-2000 7% 50% or more probability later than 2000 7% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 12% 29% *29% 24% 6% 0% D. Educator Probabi!ity 50% or more probability of occurrence 1980-1990 6% 50% or more probability of occurrence 1991-2000 *42% 50% or more probability la te r than 2000 0% .■ Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 6% *27% 20% 27% 20% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 7% 50% or more probability of occurrence 1991-2000 *40% . 50% or more probability la te r than 2000 20% Null probability of occurrence 20% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 18% 35% *47% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *36% 50% or more probability la te r than 2000 29% Null probability of occurrence 0% = indicator of largest response 169 Table 37 Summary Delphi Response: No. 38 NEUROLOGICALLY-INFLUENCED LEARNING ENVIRONMENTS (Rounded Percentage of Responses) RESPONSE (Absolute frequency) Total Participant Response 42 Brain Researcher-Disseminator Response 18 Educator Response 24 EARLIEST DATE OF USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *45% 33% 22% 0% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probabi1ity of occurrence -1990 -2000 *56% 6% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 21% *37% 25% ' 17% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 . 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 25% *30% 0% 0% WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6% 0% *44% 28% 22% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 45% *50% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 4% 4% 25% 42% 25% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 4% 50% or more probability of occurrence 1991-2000 *34% 50% or more probability la te r than 2000 25% Null probability of occurrence 0% = in d ic a to r of la rg e st response Table 38 Summary Delphi Response: No. 39 CULTURAL-NEUROLOGICAL EDUCATION (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 33 Brain Researcher-Disseminator Response 17 Educator Response 16 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 12% *29% 24% 29% 0% 6% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *18% 50% or more probability of occurrence 1991-2000 12% 50% or more probability la te r than 2000 0% Null probability of occurrence 6% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6% 13% 19% *56% 6% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 6% 50% or more probability of occurrence 1991-2000 *45% 50% or more probability la te r than 2000 6% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 6% 12% 35% *41% 6% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 6% 50% or more probability of occurrence 1991-2000 24% 50% or more probability la te r than 2000 *29% Null probability of occurrence 6% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6% 0% 0% 19% *75% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 13% 50% or more probability la te r than 2000 *50% . Null probability of occurrence 0% = indicator of largest response 17T. Table 39 Summary Delphi Response: No. 40 TEACHING-LEARNING NEURAL SYNCHRONICITY (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 20 . Brain Researcher-Disseminator Response 11 Educator Response 9 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 27% *32% 9% 9% 18% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *36% 50% or more probability of occurrence 1991-2000 0% 50% or more probability la te r than 2000 9% Null probability of occurrence 0% C. Educator Timeline ■ 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 12% 22% 11% *22% 11% 22% D. Educator Probability 50% or more probability of occurrence 1980-1990 11% 50% or’ more probability of occurrence 1991-2000 *22% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 9% 27% *37% 27% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 27% . 50% or more probability la te r than 2000 *27% Null probability of occurrence 27% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 17% 0% 0% 33% *33% 17% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 17% 50% or more probability la te r than 2000 *17% Null probability of occurrence 10% = indicator of largest response 172 Table 40 Summary Delphi Response: No. 41 EXTENSION OF PSYCHOLOGICAL PARAMETERS (Rounded Percentages of Response) 1. RESPONSE (Absolute frequency) . Total Participant Response 41 Brain Researcher-Disseminator Response 19 Educator Response 22 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 5% 32% 10% *37% 5% 11% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 21% 50% or more probability of occurrence 1991-2000 *21% 50% or more probability la te r than 2000 0% Null probability of occurrence 11% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 4% 23% 23% *41% 9% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 10% 50% or more probability of occurrence 1991-2000 *32% 50% or more probability la te r than 2000 5% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 10% 21% *53% 16% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 27% 50% or more probability la te r than 2000 *37% Null probability of occurrence 16% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 14% 14% *68% 4% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 14% 50% or more probability la te r than 2000 *55% Null probability of occurrence 4% = indicator of largest response 173 Table 4l Summary Delphi Response: No. 42 EDUCATION AND RELIGION (Rounded Precentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 37 Brain Researcher-Disseminator Response 18 Educator Response 19 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 1.1% 28% *33% 11% 6% 11% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *28% 50% or more probability of occurrence 1991-2000 17% 50% or more probability la te r than 2000 0% Null probability of occurrence 11% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 10% 16% 21% 16% *32% 5% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *21% 50% or more probability la te r than 2000 16% Null probability of occurrence 5% 3. WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 6% 6% 33% *44% 11% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 6% 50% or more probability of occurrence 1991-2000 28% 50% or more probability la te r than 2000 *33% Null probability of occurrence 11% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 5% 0% 5% 16% *42% 32% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 11% 50% or more probability la te r than 2000 26% Null probability of occurrence *26% = indicator of largest response 174 Table 42 Summary Delphi Response: No. 43 PERSONAL CONTROL O F LEARNING - A (Self-Control of Endorphin Secretion) (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 26 . Brain Researcher-Disseminator Response 13 Educator Response 13 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 31% 46% 15% 8% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *39% 50% or more probability la te r than 2000 0% Null probability of occurrence 8% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 8% 8% 15% *61% 8% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *31% 50% or more probability la te r than 2000 8% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 23% *69% 8% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 8% 50% or more probability la te r than 2000 39% Null probability of occurrence 8% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 8% 0% 0% 15% *77% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 8% 50% or more probabi!ity la te r than 2000 *31% Null probability of occurrence 0% * = indicator of largest response 175 Summary Delphi Table 43 Response: No. 44 PERSONAL CONTROL OF LEARNING - B (Self-Selection of States of Consciousness) (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY 40 18 22 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never 28% 22% *33% 17% 0% 0% B. Brain Researcher-Disseminator Probability . 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 . Null probability of occurrence *39% 28% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 14% 18% 14% '54% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability later than 2000 Null probability of occurrence 5% *41% 0% 0% 3. WIDESPREAD DATE OF USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 33% 22% *45% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 33% 50% or more probability la te r than 2000 *39% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 4% 0% 5% 27% *64% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 9% 50% or more probability la te r than 2000 *46% Null probability of occurrence 0% = in d ic a to r of la rg e st response 176 Table 44 Summary Delphi Response: No. 45 PERSONAL CONTROL O F LEARNING - C (Self-Control of Localized Brain Areas) (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 31 Brain Researcher-Disseminator Response 14 Educator Response 17 2. EARLIEST DATE OF USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 21% 14% *29% 14% 22% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *21% 50% or more probability of occurrence 1991-2000 14% 50% or more probability la te r than 2000 7% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6% 18% 23% *41% 12% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *42% . 50% or more probability la te r than 2000 0% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 22% 14% *50% 14% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 29% 50% or more probability la te r than 2000 *36% Null probability of occurrence 14% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 6% 35% *53% 6% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 12% 50% or more probability la te r than 2000 *29% Null probability of occurrence 6% = indicator of largest response 177 Table 45 Summary Delphi Response: No. 46 BIOENERGY (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 23 Brain Researcher-Disseminator Response 12 Educator Response 22 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 16% *33% 17% 17% 0% 17% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *33% 50% or more probability of occurrence 1991-2000 17% 50% or more probability la te r than 2000 0% Null probability of occurrence 8% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 9% 9% 18% *55% 9% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 9% 50% or more probability of occurrence 1991-2000 *27% 50% or more probability la te r than 2000 9% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 9% *33% 25% 33% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *42% 50% or more probability la te r than 2000 25% Null probability of occurrence 17% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 9% 0% 9% *64% 18% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 0% 50% or more probability la te r than 2000 *18% Null probability of occurrence 9% = indicator of largest response 178 Table 46 Summary Delphi Response: No. 47 BIORHYTHMS (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response . Brain Researcher-Disseminator Response Educator Response EARLIEST DATE OF USE TIMELINE A N D PROBABILITY 25 13 12 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never 15% 23% *31% 15% 8% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence *23% 16% 0% 8% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 3. 0% 25% 25% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability *50% 0% of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 0% Null probability of occurrence WIDESPREAD DATE OF USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later 17% *1 7% 0% 0% 0% 0% 15% 31% 23% Never *31% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 23% 50% or more probability la te r than 2000 23% Null probability of occurrence *23% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 8% 17% *67% 8% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 0% of occurrence 1991-2000 8% la te r than 2000 *33% . Null p ro b a b ility of occurrence = in d ic a to r of la rg e st response 8% 1 79' Table 47 Summary Delphi Response: No. 48 BRAIN MIND ALLIANCE WITH THE ARTS (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 27 14 13 Later Never *57% 22% 7% 14% 0% 0% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence *64% 14% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 15% 31% *31% 23% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 31% *31 % 0% 0% 3. WIDESPREAD DATE OF USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 7% 14% *29% 21% 29% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 21% *43% 21% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 8% 8% 31% *46% 8% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 1ater than 2000 Null p ro b a b ility of occurrence = in d ic a to r of la rg e st response 0% 23% *31% 8% Table 48 Summary Delphi Response: No. 49 COMPUTER GRAPHICS (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 22 Brain Researcher-Disseminator Response 14 Educator Response 8 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *35% 29% 29% 0% 0% 7% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 19801-1990 *50% 50% or more probability of occurrence 1991 -2000 21% 50% or more probability la te r than 2000 0% Null probability of occurrence 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 12% *38% 38% 12% 0% D. Educator Probability 50% or more probability of occurrence 19801-1990 0% 50% or more probability of occurrence 1991 -2000 *26% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% WIDESPREAD DATE OF USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 7% 14% *29% 22% 14% 14% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980'-1990 21% 50% or more probability of occurrence 1991 -2000 *43% 50% or more probability la te r than 2000 14% Null probability of occurrence 14% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 38% *62% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 13% . 50% or more probability la te r than 2000 . *25% Null probability of occurrence 0% * = indicator of largest response __________________________________________________________________________ . l i l Table 49 Summary Delphi Response: No. 50 CORRECTIVE MICRO-COMPUTER IMPLANTS (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 15 . Brain Researcher-Disseminator Response 8 Educator Response 7 2. EARLIEST DATE OF USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 25% 12% 13% 25% -25%: > B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 13% 50% or more probability of occurrence 1991-2000 26% 50% or more probability la te r than 2000 13% . Null probability of occurrence *25% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 43% *57% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 0% 50% or more probability la te r than 2000 14% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 25% 25% *50% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% - or more probability of occurrence 1991-2000 13% 50% or more probability la te r than 2000 13% Null probability of occurrence *50% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 16% *67% 17% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 0% 50% or more probability la te r than 2000 *33% Null probability of occurrence 17% = in d ic a to r of la rg e st response Table 50 Summary Delphi Response: No. 51 CULTURAL EV0LUTI0N- BRAIN REVOLUTION (Rounded Percentage of Responses) RESPONSE (Absolute frequency) . Total Participant Response 24 Brain Researcher-Disseminator Response 14 Educator Response 10 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 22% *43% 14% 7% 7% 7% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *43% 50% or more probability of occurrence 1991 -2000 14% 50% or more probability la te r than 2000 1% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% *40% 10% 40% 10% 0% D. Educator Probability 50% or more probability of occurrence 198C1-1990 *20% 50% or more probability of occurrence 1991 -2000 10% . 50% or more probability la te r than 2000 0% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 6% 0% 7% *47% 27% 13% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980•-1990 7% 50% or more probability of occurrence 1991 -2000 *47% 50% or more probability la te r than 2000 27% Null probability of occurrence 7% C. Educator Timeline 1980-1985 .1986-1990 1991-1995 1996-2000 Later Never 0% 0% 10% 20% *60% 10% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 20% 50% or more probability la te r than 2000 *30% Null probability of occurrence 10% = in d ic a to r of la rg e st response 1 Table 51 Summary Delphi Response: No. 52 DERMO-OPTICAL PERCEPTION (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 30% *30% 10% 10% 0% 20% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability later than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 15% 15% *43% 27% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 14% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 10% *30% 30% 30% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% - 0% 17% *50% 33% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence = indicator of largest response - 1 0% 17% *33% 33% 0% 30% 20% 30% *30% 10% 0% 20% 17 10 7 Later Never Table 52 Summary Delphi Response: No. 53 D R E A M R ESEAR C H (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE OF USE TIMELINE AND PROBABILITY 27 14 13 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 Later Never 36% 21% 43% 0% 0% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence *50% 2 1% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 15% 23% 8% *39% 15% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY 23% *23% 8% 0% A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 29% *43% 21% 7% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% *57% 14% 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 15% 15% *62% 8% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null p ro b a b ility of occurrence = in d ic a to r of la rg est response 0% 7% *39% 8% Table 53 Summary Delphi Response: No. 54 ELECTRONIC SUPPORT FOR CROSS SENSING (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response Brain Researcher-Disseminator Response Educator Response 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Timeline 1996-2000 19 11 8 Later Never 9% *46% 18% 18% 0% 9% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence *18% 18% 0% 9% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 12% 25% *50% 13% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% 0% 13% *13% 0% 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 8% 25% *50% 17% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 0% 17% *42% 16% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 12% *63% 25% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence = in d ic a to r of la rg e st response 0% 0% *25% 13% Table 54 Summary Delphi Response: No. 55 FEDERAL BU D G ET F O R NATIONAL TEACHER RETRAINING (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 25 Brain Researcher-Disseminator Response 15 Educator Response 10 2. EARLIEST DATE OF USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 20% *47% 20% 0% 0% 13% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 *27% 20% 0% 13% 1991-1995 1996-2000 Later Never 0% 10% 30% *60% 0% 0% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 . Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 0% *30% 0% 0% Later Never 0% 7% 27% *33% 1 20% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 7% *33% 13% 20% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 20% 70% 10% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null p ro b a b ility of occurrence = in d ic a to r o f la rg e st response 0% 0% *50% 10% 187: Table 55 Summary Delphi Response: No. 56 INTERSPECIES COMMUNICATION (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 19 Brain Researcher-Disseminator Response 11 Educator Response 8 2. EARLIEST DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 18% 9% 18% *37% 0% 18% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 9% 50% or more probability of occurrence 1991-2000 *27% 50% or more probability la te r than 2000 18% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 13% *50% 37% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 0% 50% or more probability la te r than 2000 *25% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 9% 9% *55% 27% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 18% 50% or more probability la te r than 2000 *36% Null probability of occurrence 27% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 0% 12% *63% 25% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 0% 50% or more probability la te r than 2000 *25% Null probability of occurrence 13% = indicator of largest response 188 Table 56 Summary Delphi Response: No. 57 NEUROLINGUISTICS (Rounded Percentage of Responses) RESPONSE (Absolute frequency) Total Participant Response 24 Brain Researcher-Disseminator Response 14 Educator Response 10 EARLIEST DATE OF USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *36% 22% 14% 21% 7% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence t-1990 -2000 *36% 21% 7% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 20% *40% 30% 10% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% *40% 0% 0% WIDESPREAD DATE O F USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Time!ine 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 28% *29% 14% 29% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probabil ity la te r than 2000 Null probability of occurrence -1990 -2000 0% *43% 14% 29% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 10% 0% 10% *70% 10% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 . 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% 0% *40% 10% = indicator of largest response 189 Table 57 Summary Delphi Response: No. 58 PUBLIC A N D POLICY M A K ER EDUCATION (Rounded Percentage of Responses) RESPONSE (Absolute frequency) Total Participant Response 23 Brain Researcher-Disseminator Response 14 Educator Response 9 EARLIEST DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *43% 36% 14% 7% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence 1-1990 -2000 *65% 7% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 22% 22% *56% 0% 0% D. Educator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 0% *22% 0% 0% WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Time!ine 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 14% *36% 29% 14% 7% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980 50% or more probability of occurrence 1991 50% or more probability la te r than 2000 Null probability of occurrence -1990 -2000 14% *57% 7% 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 11% 11% *78% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence ★ . . . - = indicator of largest response ____________________________ ' 190 0% 11% *33% 0% Table 58 Summary Delphi Response: Mo. 59 SEX DIFFERENCES (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) Total Participant Response 14 Brain Researcher-Disseminator Response 9 Educator Response 5 2. EARLIEST DATE OF USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% *33% 22% 0% 0% Never 0% 0% 20% *60% 20% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 0% 50% or more probability la te r than 2000 *20% Null probability of occurrence 0% 3. WIDESPREAD DATE O F USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 22% 22% *33% 0% 22 % Never 0% 0% 0% 20% *80% 0% 0% 0% *40% 0% C 1 9 1 D. Educator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence V r = in d ic a to r o f la rg e st response 12% 11% 22% *22% 11% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later 34% *33% 33% 0% 0% B. . Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Table 59 Summary Delphi Response: No. 60 SOCIETAL RESISTANCE (Rounded Percentage of Responses) .1 . RESPONSE (Absolute frequency) Total Participant Response Brain Researcher-Disseminator Response . Educator Response 2. EARLIEST DATE O F USE TIMELINE A N D PROBABILITY 22 13 9 A. Brain Researcher-Disseminator 1980-1985 1986-1990 1991-1995 Time!ine 1996-2000 Later Never *54% 23% 23% 0% 0% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 . Null probability of occurrence *39% 23% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 11% 22% 22% *33% 12% 0% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 . Null probability of occurrence 3. WIDESPREAD DATE OF USE TIMELINE A ND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 11% *33% 0% 0% Later Never 0% *31% 15% 23% 23% Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence 23% *31% 23% 7% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 0% 30% 0% *60% 10% D . Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 Null p ro b a b ility of occurrence in d ic a to r o f la rg e st response 10% *40% 10% 192 Table 60 Summary Delphi Response: n0. 61 VISUALIZATION (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 27 . Brain Researcher-Disseminator Response 13 . Educator Response 14 2. EARLIEST DATE OF USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *62% 38% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence *93% 0% 0% 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 36% 14% *50% 0% 0% 0% D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 36% *36% 0% Null probability of occurrence 3. WIDESPREAD DATE O F USE TIMELINE AN D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 31% 23% *46% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 50% or more probability of occurrence 1991-2000 50% or more probability la te r than 2000 Null probability of occurrence C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later 0% 31% *69% 0% 0 % Never 0% 7% 14% *50% 29% 0 % D. Educator Probability 50% or more probability 50% or more probability 50% or more probability of occurrence 1980-1990 of occurrence 1991-2000 la te r than 2000 7% *51% 29% Null p ro b a b ility of occurrence = in d ic a to r of la rg e st response 19*3 Table 61 Summary Delphi Response: No. 62 W ORLDW IDE EDUCATIONAL COMPUTER NETW ORDS (Rounded Percentage of Responses) 1. RESPONSE (Absolute frequency) . Total Participant Response 16 Brain Researcher-Disseminator Response 10 Educator Response 6 2. EARLIEST DATE OF USE TIMELINE AND PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never *50% 20% 10% 20% 0% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 *50% 50% or more probability of occurrence 1991-2000 30% 50% or more probability la te r than 2000 0% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 0% 17% *33% 33% 17% 0% . D. Educator Probability 50% or more probability of occurrence 1980-1990 0% 50% or more probability of occurrence 1991-2000 *17% 50% or more probability la te r than 2000 17% Null probability of occurrence 0% WIDESPREAD DATE O F USE TIMELINE A N D PROBABILITY A. Brain Researcher-Disseminator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never 22% 0% 33% *33% 22% 0% B. Brain Researcher-Disseminator Probability 50% or more probability of occurrence 1980-1990 11% 50% or more probability of occurrence 1991-2000 *67% 50% or more probability la te r than 2000 22% Null probability of occurrence 0% C. Educator Timeline 1980-1985 1986-1990 1991-1995 1996-2000 Later Never r 0% ’ 0% 17% 33% *50% 0% D. Educator Probability 50% or more probability of occurrence 1980-1990 '.0% 50% or more probability of occurrence 1991-2000 17% . ‘ 50% or more probability la te r than 2000 *17% Null probability of occurrence 0% = indicator of largest response 194, - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - C T 5 I C T ) TABLE 62 S U M M A R Y O F BRAIN MIND RESEARCHER-DISSEMINATORS A N D ED U C A TO R S CO M PARATIVE PERSPECTIVES O N TIMELINE, PROBABILITY, A N D N O PROBABILITY O F O C C U R R E N C E DEVELO PM ENT EARLIEST D A TE (No. of years) *BM E D ♦♦PROBABILITY B M E D W IDESPREAD D A TE (No. of years) B M E D ♦♦PROBABILITY B M E D N EVER B M E D . AUDIO STIMULATION 10 10 High Medium 20 20+ Medium M ed i u rn Low — I. AUTO NO M IC C O N TR O L 10 10 High Medium 20 20+ High Medium Low — 1. B O D Y M O V E M E N T STIMULATION 5 5 High High 20 15 High High — — L CO NSCIO US STATE SELECTION 10 15 High Medium 20+ 20 Medium M ed i u rn Low — > . SUBJECTIVE TIME 10 15 M ed i u rn Medium 20+ 20+ Medium Medium — — > . LIMBIC, BRAIN STEM, FR O N TA L L O B E INFLUENCE 10 15 High High 20 20 High Medium — — *BM = Brain Mind Research-Disseminators E D = Educators **High = 40-50% of the study's sample selected 50% or more probability of occurrence within the date. Medium = 20-30% of the study's sample selected 50% or more probability of occurrence within the date. Low = 10% or less of the study's sample selected 50% or more probability of occurrence within the date. TABLE 62 (Continued) --------------------------- - .....71 c r y ; r-“ DEVELO PM EN T EARLIEST D A TE (No. of years) ♦B M E D ^^PROBABILITY B M E D W IDESPREAD D A TE (No. of years) B M E D ♦♦PROBABILITY B M E D N EVER B M E D 7. REPETITION O B SO LESC EN C E 5 10 High High 20 20 Medium High Low Low 8. N E W A PPR O A C H ES TO M E M O R Y 5 10 M ed i u rn Medium 20+ 20+ High Medium — Low 9. ENDORPHINES 10 15 Medium Medium 20 20+ High Medium — Low 10. See Items 43, 44 and 45 n . MIND B O D Y C O N TR O L 10 10 High M ed i u rn 20+ 20+ Medium Medium Low Low 12. EC O N O M IC INFLUENCE- BIO TECHNO LO G Y 10 20 High Medium 20+ 20+ High High Low 13. BRAIN A S M O D E L BUILDER 10 10 High Medium 20 20 High High — — 14. HO LO G RAPHIC BRAIN 10 20 High High 20+ 20+ Medium Medium Low — 15. C O M P U TE R M O D E LS 5 10 Medium Medium 20 15 Medium Medium Low Low 16. NEURO LO G ICAL 5 INDIVIDUALIZATION 10 High High 20 20 High Medium — Low T A B LE 62 (Continued) D E V E L O P M E N T EARLIEST D A T E (No. of years) *BM E D ♦♦PROBABILITY B M E D W IDESPREAD D A T E (No. of years) B M E D ^♦PROBABILITY B M E D N E V E R B M E D 17. NEU RO LO G ICAL CURRICULUM 10 18. N EU R O LO G IC A L TEST DESIGNS 10 19. NEU RO LO G ICAL C O N TEN T T O C O N TEXT 10 20. TRIUNE BRAIN 10 21. BRAIN INTER CO M M UNICATIO N SYSTEM S 10 22. NEU RO LO G ICAL TRAINING 10 23. EXPERIENCE APPRENTICESHIP 10 24. LEARNING H O W T O LE A R N TESTS 15 25. TELEPATHIC A N D PAR A PSYC H O LO G IC A L ABILITIES 15 15 15 10 15 15 15 15 20 2 0 High High High Medium Medium Medium Medium M edium Medium Medium Medium Medium Medium Medium M edium Medium 20 20 20 20 20 20 20+ 20+ 20 20 20 20+ 20 20+ 20+ 20+ High Medium High High Low Low High High Medium Medium Low Low Medium Medium 20+ 20 + Medium Medium Medium Low Medium Medium Low Medium Medium Medium — Medium Medium Medium — Medium High Medium Medium ■ 0 0 1 C h i D E V E LO P M E N T EARLIEST D A T E (No. of years) *BM E D 26. EFFECTS O F 20 15 PA R A PSYC H O LO G IC A L TE A C H E R TRAINING 27. 7 CHEM ICAL INCREASE O F INTELLIGENCE 20 20+ 28. ANXIETY- RELIEVING D R U G S 5 Never 29. LE G A L A N D ILLEGAL D R U G S 15 15 30. LEARNING D R U G O B S O LE S C E N C E 20 20 31. M U LTIM O D A L LEARNING 10 5 32. M U LTISENSO RY DELIVERY S Y S TE M S 5 10 33. EDU CATIO NAL R E S E A R C H 10 15 TA B LE 62 ♦♦PROBABILITY B M E D _ Medium Medium Low Medium Medium Medium Medium Medium Medium High High Medium High. Medium Medium Medium (Continued) W ID ESPR EA D D A T E (No. of years) B M E D 20+ 20+ Never Never Never Never 20+ 20+ 20+ 20+ 20 20 20 20 20 20+ ♦♦PROBABILITY B M E D N E V E R B M E D Medium Medium Medium Medium Medium High Medium High Medium High Medium High Medium Medium Medium Medium Medium Medium High Medium Low Low High Medium L ow L ow High Medium Medium Low D E V E L O P M E N T EARLIEST D A T E (No. of years) *B M E D T A B L E 62 **PROBABILITY B M E D (Continued) W ID E S PR E A D D A T E (No. of years) B M E D **PROBABILITY B M E D N E V E R B M E D 34. N E U R O LO G IC A L ED U C A TIO N LEGISLATION 35. D E V E L O P M E N T A L C O N T R O L 36. A D O L E S C E N T BRAIN G R O W T H 38. N E U R O LO G IC A L LEA R N IN G E N V IR O N M E N TS 39. C U L TU R A L N E U R O LO G IC A L E D U C A TIO N 40. TEACHING LEA R N IN G N E U R A L S Y N C H R O N C ITY 41. EXTEN SIO N O F P S Y C H O LO G IC A L P A R A M E T E R S 20+ 15 Medium M edium 5 High Medium 10 10 High M edium 37. D E V E L O P M E N T A L BRAIN ED U C A TIO N 10 15 Medium High 5 10 High Medium 10 20 M edium High 10 20 20 2 0 M edium M edium Medium Medium Never 20+ 20 20 20 20 15 20+ 15 20 20+ 20+ 20+ 20+ 20 + 20 + M edium High High High High Medium High Medium High M edium M edium High M edium M edium Medium High M edium M edium L o w M e d i u r n — L o w M ed i u r n L o w Medium Low 6 6 L TA B LE 62 (Continued) o O' C\J D E V E L O P M E N T EARLIEST D A T E (No. of years) *B M E D **PROBABILITY B M E D W ID E S P R E A D D A T E (No. of years) B M E D **PROBABILITY B M E D N E V E R B M E D 42. E D U C A TIO N A N D RELIGION 15 20+ Medium M edium 20+ 20+ M edium M edium L o w M ed i u r n 43. P E R S O N A L C O N T R O L O F LEA R N IN G - A 20 20 Medium M edium 20+ 20+ M edium M ed i u r n L o w M M M 44. P E R S O N A L C O N T R O L O F LEA R N IN G - B 15 20 M edium High 20+ 20+ M edium High ~ — — — — — 45. P E R S O N A L C O N T R O L O F LEA R N IN G - C 15 20 M edium High 20+ 20+ M edium M edium M edium i L ow 46. B IO E N E R G Y 10 20 M edium M edium 20 20+ High M edium M edium L o w 47. B IO R H Y TH M S 15 20 M edium M edium Never 20+ M edium M edium M ed i u r n L ow 48. BRAIN M IND ALLIANCE W ITH T H E A R T S 5 15 High M edium 15 20+ High M edium • _ — L o w 49. C O M P U T E R G R A P H IC S 5 15 High M edium 15 20+ High M edium M edium — TA B LE 62 (Continued) > o C \l D E V E L O P M E N T EARLIEST D A T E (No. of years) ♦B M E D **PROBABILITY B M E D W ID E S P R E A D D A T E (No. of years) B M E D ♦♦PROBABILITY B M E D N E V E R B M E D 50. C O R R E C TIVE M IC R O C O M P U T E R IM PLA NTS Never 20+ Medium M edium Never 20+ High M edium High M edium 51. C U L TU R A L 10 EVOLUTION/ BRAIN R E V O LU TIO N 10 High M edium 20 20+ High M edium L o w L o w 52. D E R M O OPTICAL PERCEPTIO N 10 20 M edium M edium 20 20+ M ed i u r n M edium M ed i u r n M e d i u r n 53. D R E A M R E S E A R C H 15 20 M edium M edium 20 20+ High M edium L o w L o w 54. ELECTRO NIC S U P P O R T F O R C R O S S SENSING 10 20 Medium M edium 20+ 20+ High M ed i u r n M e d i u r n M ed i u r n 55. N ATIO NAL 10 T E A C H E R TRAINING 20 Medium M edium 20 20+ M edium High M e d i u r n L o w 56. INTERSPECIES C O M M U N IC A TIO N 20 20 M edium L o w 20+ 20+ M edium M edium Medium M ed i u r n 57. NEUROLINGUISTICS 5 15 Medium High 20 20+ High High M ed i u r n L o w 58. PUBLIC A N D POLICY M A K E R ED U C A TIO N 5 20 High M edium 15 20+ High M ed i u r n L o w — D E V E LO P M E N T EARLIEST D A T E (No. of years) *BM E D TA B LE 62 (Continued) ♦♦PROBABILITY B M E D W ID ESPR EA D D A T E (No. of years) B M E D **PROBABILITY B M E D C M O e v jr N E V E R B M E D 59. S E X DIFFERENCES 10 20 60. SOCIETAL RESISTANCE 5 20 61. VISUALIZATION 5 15 62. W O R L D W ID E C O M P U T E R N E T W O R K S 5 15 Medium L o w Medium Medium High Medium High Medium 20 20+ 10 20+ 20 20 20 20+ Medium High Medium High High High High Medium Medium Low L ow TA B LE 63A: EARLIEST D A T E o BRAIN MIND A N D E D U C A T O R C O M PA R A TIVE TIME ESTIMATE G R A P H ^ Key = ■••••••• ++++++ TIME ESTIMATE N E V E R 20+ 20 A * A r + k * k * k ln * * 15 \ / \ / * \ \ / 1 \ / \ ; o j v / \ / * A f * k * * * A f T 3 ,,♦ + + + + + + + + + + + +>1 * C A f V * V * * 10 * A f k v - * k *** * * - * * 5 / \ \ ** - * \ ** ** ** S 2 / * V * « * _L. W , X A f « n j ft 1 a. ' t + + + +.A a x x x j . x iL ji 10 >++++++# f PR O JEC TIO N 1 2 3 4 5 6 7 8 9 10 11 12 13 TIME ESTIMATE N E V E R 20+ TA B LE 63A: EARLIEST D A T E (Continued) BRAIN M IND A N D E D U C A T O R C O M PA R A TIVE TIME ESTIMATE G R A P H ■ = 3- o C \ J 20 15 10 * * X X X X X X X X X X X X X X X X *+ +++++++' *++++++* ^ + + + + + + + + + + + + + + + + + + + + + + ‘ X * y * X ♦++++ + ++•£ V PR O JEC TIO N 14 15 16 17 18 19 20 21 22 23 24 25 TIME ESTIMATE TABLE 63A: EARLIEST DATE (Continued) BRAIN MIND A N D ED U C ATO R COMPARATIVE TIME ESTIMATE G R A P H . N E V E R 20+ 20 15 10 * % * * * * * * * * * * * l * t * I * ! * I * \ * * ■ V -V * * * A f A f * * * * A f * * * * * * * * A f * A r * A r * i t * /: vx ,*■ /» \ * * t * V ■ + \ * V * A * V ■ v A A r v * \ * V * % * \ \ \ \ \ \ \ X ' * ■ V ■ V A r A . * X* i \ • • I I • • I I I x *+j»++++++ * * A f * i * • * 1 A f I * f t * f t * I * • A f | A f T If* / * /** y*------------ /* 4 - V * /* v PROJECTION 26 27 28 29 30 31 32 33 34 35 36 37 203 TIME ESTIM ATE N E V E R TABLE 63A: EARLIEST D A T E (Continued) BRAIN M IN D A N D E D U C A T O R C O M P A R A T IV E TIME ESTIM ATE G R A P H K O o C\1 20+ X X X X X 20 15 10 * * * * * * * * * * * * * * * * * + * * * ++++++++++++++++^* ft a ++++++++++++++++++++++++++>)•>)•+++ / \ / A ++++++++++ V/ PR O JEC TIO N 38 39 40 41 42 43 44 45 46 47 48 49 TIME ESTIMATE N E V E R TA B LE 63A: EARLIEST D A T E (Continued) BRAIN MIND A N D E D U C A T O R C O M PA R A TIVE TIME ESTIMATE G R A P H 20+ 20 * * 4 .4 . 4 44 4 4 4*+4* 4* 4* 4* 4* 4* 4* 4* 4*+4* 4* 4* 4* 4* 4* 4*+4*+ + +•if i K \ +++++++++++++++ 15 A x * X+ 4 . 4 4444 10 P R O JEC TIO N 50 51 52 53 54 55 56 57 58 59 60 6 1 62 207 TA B LE 63B: W ID ESPR E A D D A T E BRAIN M IND A N D E D U C A T O R C O M PA R A TIVE TIME ESTIMATE G R A P H Key = • • • • • - • ++++++ TIME ESTIM ATE N E V E R 20+ ♦♦♦♦♦+++ ____ * / ■ / ? \*x * $ \ v* • v f * \ x * • • \ x * i * V * * / \ \ X * • * •* * / v V * * i * V * * / \ V X . 15 10 * / / V « « * / \ v » 20 A - / / M t t M S V V Jf , , * * * * •V * * * * * Ln • v * * * * * TJ * C f O < = d ‘ « % ro 'd - VI s ~ < D X I E < D < D (/) P R O JEC TIO N 1 2 3 4 5 6 7 8. 9 1 0 1 1 12 13 W Z TABLE 63B: W IDESPREAD DATE (Continued) BRAIN MIND AN D ED U C ATO R COMPARATIVE TIME ESTIMATE G R APH , C T ) ' °i C \l TIME ESTIMATE N EVER 20+ >* ■ X + + + + + + + + + + + + + +++ + + ++ + + + 4 Ar\ x*.V \ x* — v. • y j * 3 . it / Jf V X / V . X * % X . X / * V X / * 3 . X / A* \ X .r * V X / * . x^ *> x / y . » A f X •V X ie x * x * x . x 1 r * * 15 * * \ X f * *v X / i V xx / A X * / A f \ X X y 9n * \ x 'l'++++++++++++++++++++++V **V / . 1 0 5 PROJECTION 14 15 16 17 18 19 20 21 22 23 24 25 TABLE 63B: W ID E S P R E A D D A T E (Continued) BRAIN M IN D A N D E D U C A T O R C O M P A R A TIV E TIME ESTIM ATE G R A P H "31 }c\i TIME ESTIM ATE N E V E R ✓x M X / x M X / x .• X /x M X / x X «++++++++ X k X X v * . X V x V * 20+ ' \ X + + + + + + + jf V * • \ \ 20 ^ + + + + *• + + + + 5 , X | * I ♦ I / k . * X | \*+ + + + + + + + + • * V * \ * V * \ x V X X X X X X X X ^+++++++* \ 15 10 5 PR O JEC TIO N 26 27 28 29 30 31 32 33 34 35 36 37 TABLE 63B: W ID E S P R E A D D A T E (Continued) BRAIN M IN D A N D E D U C A T O R C O M P A R A T IV E TIME ESTIM ATE G R A P H TIME ESTIM ATE N E V E R 20+ 15 it A /\ ^ +++++++++++++++++++++++++++++++++++++++++++++++++++++++y++++*l^,++++++++++++++ ----------- i \ V / \ J t , , . , ** / \ / \ 20 / / > \ / / / / / I • . I « I ♦ I 10 5 P R O JEC TIO N 38 39 40 41 42 43 44 45 46 47 48 TABLE 63B: W ID E S P R E A D D A T E (Continued) BRAIN M IN D A N D E D U C A T O R C O M P A R A TIV E TIME ESTIM ATE G R A P H TIME ESTIM ATE N E V E R j 20 10 \ \ \ ♦ \ 20+ ++++^^*++++++++++++++++++++++++++^+++++++++++++++4*++++++++++++++++++++++++++++++ it \ *k * v / \ A * * \ / \ / \ \ \ / V / \ ' / \ / v ** / •\ / \ / \ • _ / v y \ ** \ A f \ •' ' / V i • : \, 15 / ' / \ / \ / \ I v 5 PR O JEC TIO N 50 51 52 53 54 55 56 57 58 59 60 61 62 212, Section Three: Cumulative Timeline Results Timeline projections in th is study were set up in individual increments of fiv e years, ranging from fiv e to 20 years, with co rrelatin g individual p ro b a b ility estimates of 10% increments, ranging from ten to 100%. P articipants were instructed to respond to each development on the basis of these individual time and p ro b a b ility increments. Thus, primary study resu lts have been reported in Sections One and Two, with the three-round summary of m ajority response to each development's individual tim eline and p ro b a b ility increm ent.. I t may be of in te re s t fo r fu rth e r research to also review study resu lts in Tables 1-61 from the additional perspective o f cumulative ten through 20 year tim eline re s u lts . However, such cumulative tim eline results are not able to be correlated with corresponding p ro b a b ility of occurrence estimates as in the primary study re s u lts . The follow ing abbreviations are used fo r ease of reference: B M — Brain Mind Researchers-Disseminators; E--Edu- cators. DEVELOPMENT 1: AUDIO BRAIN STIMULATION E a rlie s t Date of Use Widespread Date of Use 10 years 10 years BM : 75% BM : — E: 79% E: 10% 15 years 15 years BM : 100% BM : 27% E: 96% E: 33% 20 years 20 years BM : — B M : 67% E: E: 65% 1.213 DEVELO PM EN T 2 AUTONOMIC-PHYSICAL SYSTEM C O N TR O L E a rlie s t Date of Use 10 years BM : 72% E: 59% 15 years B M : 89% E: 77% 20 years BM : 100% E: 100% Widespread Date of Use 10 years BM : - - E: 12% 15 years BM : 22% E: 30% 20 years B M : 78% E: 59% DEVELOPMENT 3 B O D Y MOVEMENT-BRAIN STIMULATION E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 90% B M : 5 % E: 96% E: 30% 15 years 15 years B M : 100% B M : 35% E: 100% E: 65% years 20 years B M : B M : 90% E: — E: 96% DEVELOPMENT 4 STATE O F CONSCIOUSNESS SELECTION E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 55% B M : 5% E: 43% E: 8% 15 years 15 years • B M : 70% , f t B M : 20% E: 87 J E: 17% years 20 years B M : 100% BM : 55% E: 100% E: 69% 214 D EVELO PM ENT 5 SUBJECTIVE TIME U S E E a rlie s t Date of Use Widespread Date of Use 10 years 10 years BM : 55% BM : - - E: 38% E: 10% 15 years 15 years BM : 83% B M : 17% E: 95% E: 24% 20 years 20 years BM : 100% B M : 56% E: 100% E: 52% DEVELOPMENT 6 LIMBIC, BRAIN STEM, FRONTAL LOBE INFLUENCE E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 68% B M : — E: 27% E: 9% 15 years 15 years BM : 77% B M : 36% E: 91 % E: 18% 20 years 20 years BM : 95% B M : 72% E: 100% E: 73% DEVELOPMENT 7 REPETITION-REINFORCEMENT OBSOLESCENCE E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 90% B M : 20% E: 73% E: 8% 15 years 15 years B M : - - BM : ■ 35% E: 1 o o E: 23% 20 years 20 years B M : 95% B M : 65% E: — E: 73% 'CXL DEVELOPMENT 8 N E W APPROACHES TO M E M O R Y E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 58% B M : 16% E: 56% E: 12% 15 years 15 years B M : 75% B M : 24% E: 68% E: 36% 20 years 20 years B M : 83% B M : 32% E: 96% E: 48% DEVELOPMENT 9 ENDORPHINS A N D EDUCATION E a rlie s t Date of Use Widespread Date of Use 10 years 10 years w B M : 55% BM : — E: 19% E: 5% 15 years 15 years B M : 82% BM : 18% E: 63% E: 18% 20 years 20 years B M : 91% B M : 64% E: 94% E: 31% NOTE: DEVELOPMENT 10 W A S DIVIDED INTO DEVELOPMENTS 43, 44, A N D 45. DEVELOPMENT T O BODY-MIND CO NTRO L E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 72% B M : - - E: 42% E: 1T% 15 years 15 years B M : 83% B M : 11% E: 63% E: 16% 20 years 20 years B M : 94% BM : 50% E: 79% E: 42% 216 D EVELO PM EN T 12 ECO NO M IC INFLUENCES O N BIOTECHNOLOGY E a rlie s t Date of Use Widespread Date of Use 10 years 10 years BM : 64% BM : - - E: 25% E: 10% 15 years 15 years BM : 93% BM : 21% E: 55% E: 15% years 20 years BM : 100% BM : 57% E: 90% E: 30% DEVELOPMENT 13 BRAIN A S A M O D E L BUILDER E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 82% B M : 7% E: 77% E: 10% 15 years 15 years B M : 88% B M : 38% E: 82% E: 15% 20 years 20 years BM : 94% B M : 69% E: 100% E: 60% DEVELOPMENT 14 HOLOGRAPHIC BRAIN-HOLOGRAPHIC UNIVERSE E a rlie s t Date of Use Widespread Date of Use 10 years , 10 years B M : 67%' BM : - - E: 28% E: 15 years 15 years B M : 89% BM : 11% E: 56% E: 11% years 20 years B M : 100% BM : 39% E: 100% E: 39% 211 DEVELOPMENT 15 CO M PUTER A N D INFORMATION PROCESSING M O D E S E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 80% B M : 13% E: 79% E: 28% 15 years 15 years BM : 93% B M : 20% E: 100% E: 57% 20 years 20 years B M : 100% B M : 60% E: E: 86% DEVELOPM ENT 16 NEUROLOGICALLY-BASED INDIVIDUALIZATION E a rlie s t Date of Use Widespread Date o f Use 10 years 10 years B M : 88% B M : 12% E: 78% E: 17% 15 years 15 years BM : 94% B M : 30% E: 100% E: 39% 20 years 20 years B M : 100% B M : 77% E: E: 74% DEVELOPMENT 17 NEUROLOGICALLY-INFLUENCED CURRICULUM A N D M ETHO DO LO G Y E a rlie s t Date of Use Widespread Date of Use 10 years 10 years BM : 79% B M : 5 % E: 39% E: 13% 15 years 15 years B M : 84% B M : 26% E: 96% E: 21% 20 years 20 years B M : 100% B M : 63% E: 100% E: 71% 218 DEVELO PM EN T 18 NEUROLOGICALLY-INFLUENCED TESTING DESIGNS E a rlie s t Date of Use T O years BM : 84% E: 64% 15 years B M : 95% E: 100% 20 years B M : 100% E: — DEVELOPMENT 19 NEUROLOGICAL E a rlie s t Date of Use 10 years B M : 80% E: 79%- 15 years B M : 85% E: 93% 20 years B M : 100% E: 100% DEVELOPMENT 20 TRIUNE BRAIN E a rlie s t Date of Use 10 years B M : 69% E: 29% 15 years B M : 92% E: 94% 20 years BM:100% E: 100% Widespread Date of Use 10 years BM : 10% E: 9% 15 years BM : 26% E: 73% ,20 years BM : 73% E: 68% INFLUENCE FR O M CONTENT TO CONTEXT Widespread Date of Use 10 years B M : 5% E: % 15 years, B M : 30%’ E: 36% 20 years BM : 85% E: 68% LEARNING INFLUENCES Widespread Date of Use 10 years BM : — E: 6% 15 years B M : 8% E: 18% 20 years BM : 46% E: 41% '219 DEVELOPMENT 21 NONVERBAL BRAIN INTERCOMMUNICATION SYSTEMS E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 56% BM : E: 44% E: 13% 15 years 15 years B M : 100% BM : 6% E: 75% E: 20 years 20 years B M : B M : 50% E: 94% E: 57% DEVELOPMENT 22 NEURO LO G Y AND NEUROPSYCHOLOGY E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 53% B M : 7 % E: 25% E: 5 % 15 years 15 years BM : 73% B M : 20% E: .75% E: 30% 20 years 20 years BM : 80% B M : 53% E: 100% E: 55% DEVELOPMENT 23 EXPREIENCE APPRENTICESHIPS IN LEARNING-HOW-TO-LEARN E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 50% B M : E: 29% E: 15 years 15 years B M : 75% B M : 12% E: 83% E: 13% 20 years 20 years B M : 100% B M : 50% E: 100% E: 42% 22-6 DEVELOPMENT 24 LEARNING-HOW-TO-LEARN E a rlie s t Date of Use Widespread Date of Use T O years 10 years B M : 20% B M : E: 26% E: 15 years 15 years B M :. 53% B M : 13% E: 58% E: 10% 20 years 20 years B M : 73% BM : 40% E: 95% E: 37% DEVELOPM ENT 25 TELEPATHIC A N D PARAPSYCHOLOGICAL ABILITIES TRAINING E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 22% B M : E: 28% E: 4% 15 years 15 years B M : 67% B M : E: 48% c S -S C O UJ 20 years 20 years B M : 89% B M : 28% E: 80% E: 36%; DEVELOPMENT 26 EFFECTS O F PARAPSYCHOLOGICAL TEACHER TRAINING E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 31% B M : E: 16% E: 4% 15 years 15 years B M : 50% B M : 6% E: 58% E: 16% 20 years 20 years B M : 81% B M : 31% E: 92% E: 37% : 221 D EVELO PM EN T 27 CHEMICAL INCREASE O F INTELLIGENCE E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 28% B M : — E: 8% E: — 15 years 15 years B M : 50% B M : 17% E: 23% E: 8% 20 years 20 years B M : 79% B M : 34% E: 53% E: 16% DEVELOPMENT 28 USE O F ANXIETY-RELIEVING D R U G S E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 53% B M : 7 % E: E: - - 15 years 15 years B M : 73% B M : 21% E: 40% E: - - 20 years 20 years B M : — B M : 35% E: 47% E: 20% DEVELOPMENT 29 LEGAL A N D ILLEGAL E a rlie s t Date of Use D R U G S Widespread Date of Use 10 years T O years BM : 50% B M : 15% E: 25% E: - - 15 years 15 years B M : 93% B M : 23% E: 56% E: 20% 20 years 20 years B M : 100% B M : 54% E: 81 % E: 40% 222- DEVELOPMENT 30 LEARNING D R U G OBSOLESCENCE E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 39% BM : — E: 7 % E: — 15 years 15 years B M : 47% B M : — E: . 46% E: - - 20 years 20 years B M : 85% B M : 46% E: 85% E: 25% DEVELOPMENT 31 MULTIMODAL LEARNING E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 82% B M : 9 % E: 61% E: 13% 15 years 15 years B M : 95% BM: 21% E: 87% E: 25% 20 years 20 years B M : 100% B M : 73% E: 96% E: 56% DEVELOPMENT 32 MULTISENSORY DELIVERY SYSTEMS E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 67% B M : 5 % E: 72% E: 16% 15 years 15 years B M : 91% B M : 29% E: 84% E: 24% 20 years 20 years B M : 100% B M : 81% E: 96% E: 72% - '223 D EVELO PM EN T 33 EDUCATIONAL R ESEAR C H E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 67% B M : — E: 30% E: 8% 15 years 15 years B M : 80% BM : 27% E: 78% E: 13% 20 years 20 years B M : 93% B M : 74% E: 96% E: 52% DEVELOPMENT 34 NEUROLOGICALLY E a rlie s t Date of Use INFLUENCED EDUCATIONAL LEGISLATION Widespread Date of Use 10 years 10 years BM : 9 % B M : E: E: 15 years ,15 years B M : 27% B M : E: 42%- E: 20 years 20 years B M : 36% B M : 9% E: 50% E: 8% DEVELOPMENT 35 DEVELOPMENTAL C O N TR O L E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 79% BM : 14% E: 60% E: 10% 15 years 15 years BM : 93% B M : 28% E: 85% E: 30% 20 years 20 years B M : 100% B M : 78% E: 95% E: 75% DEVELOPMENT 36 ADOLESCENT BRAIN G R O W T H E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 83% BM : E: 61% E: 6% 15 years 15 years B M : 100% BM : 25% E: 89% E: 17% 20 years 20 years B M : — B M : 84% E: 100% E: 61% DEVELOPMENT 37 DEVELOPMENTAL BRAIN EDUCATION E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 60% BM : 6% E: 41% E: - - 15 years 15 years B M : 86% B M : 33% E: 70% E: 18% 20 years 20 years B M : 93% B M : 53% E: 94% E: 53% DEVELOPMENT 38 NEUROLOGICALLY-INFLUENCED LEARNING ENVIRONMENTS E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 78% B M : - - E: 58% E: 8% 15 years 15 years B M : 100% B M : 50% E: 83% E: 33% 20 years .20 years B M : B M : 78% E: 100% E: 75% D EVELO PM ENT 39 CULTURAL-NEUROLOGICAL EDUCATION E a rlie s t Date of Use Widespread Date of Use 10 years 10 years BM : 41% BM : 6% E: 19% E: 15 years 15 years BM : 65% BM: 18% E: 38% E: 20 years 20 years BM : 94% BM: 53% E: 94% E: 25% DEVELOPMENT 40 TEACHING-LEARNING E a rlie s t Date of Use NEURAL SYNCHRONICITY Widespread Date of Use 10 years 10 years BM : 59% BM : E: 34% E: 15 years 15 years BM : 68% BM : 9% E: 45% E: 20 years 20 years BM : 77% BM : 36% E: t 67% E: 50% DEVELOPMENT 41 EXTENSION E a rlie s t Date of Use O F PSYCHOLOGICAL PARAM ETERS Widespread Date of.Use 10 years 10 years BM : ;38% BM : E: 21% E: 15 years 15 years BM : '47% BM : 10% E: ;50% E: 14% 20 years 20 years BM : 84% BM : 31% E: 91% E: 28% 22£ D EVELO PM EN T 42 EDUCATION A N D RELIGION E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : 39% B M : 6% E: 26% E: 15 years 15 years B M : 72% B M : 12% E: 47% E: 10% 20 years 20 years B M : 83% B M : 45% E: 63% E: 26% DEVELOPM ENT 43 PERSONAL C O NTRO L OF LEARNING - A (S e lf Control of Endorphin Selectcion) E a rlie s t Date of Use Widespread Date of Use 10 years 10 years B M : _ _ B M : — E: 16% E: - - 15 years 15 years B M : 31% B M : — E: 31% E: 20 years 20 years B M : 77% B M : 23% E: 92% E: 23% DEVELOPM ENT 44 PERSONAL CO NTRO L O F LEARNING - B (S e lf-S e le c tio n of States of Consciousness) E a rlie s t Date of Use Widespread Date of Use 10 years 10 years BM : 50% B M : — E: 32% E: 15 years 15 years B M : 83% B M : 33% E: 46% E: 9% 20 years 20 years B M : 100% B M : 55% E: 100% E: 36% -227 DEVELOPMENT . 45 PERSONAL CONTROL OF LEARNING - C (Self-Control Earliest Localized Brain Areas) Date of Use Widespread Date of Use 10 years 10 years BM : 35% BM : - - E: 24% E: - - 15 years 15 years BM : 64% BM : 22% E: 47% E: 6% 20 years 20 years BM : 78% BM : 36% E: 88% E: 41% DEVELOPMENT 46 BIOENERGY Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 49% BM : - - E: 18% E: 9% 15 years 15 years BM : 66% BM : 9% E: 36% E: - - 20 years 20 years BM : 83% BM : 42% E: 91% E: 18% DEVELOPMENT 47 BIORHYTHMS Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 38% BM : — E: 25% E: - - 15 years 15 years BM : 69% BM : 15% E: 50% E: 8% 20 years 20 years BM : 84% BM : 46% E: 100% E: 25% 228/ DEVELO PM EN T 48 BRAIN MIND ALLIANCE WITH THE ARTS Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 79% BM : 21% E: 46% E: 8% 15 years 15 years BM: ..86% BM : 50% E: 77% ■ E: 16% 20 years 20 years BM : 100% BM : 71% E: 100% E: 47% DEVELOPMENT 49 COMPUTER GRAPHICS Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 64% BM : 21% E: 12% E: - - 15 years 15 years BM : 93% BM : 50% E: 50% E: 20 years 20 years BM : - - BM : 72% E: 88% E: 38% DEVELOPMENT 50 CORRECTIVE MICRO-COMPUTER IMPLANTS Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 25% .BM: E: - - E: - - 15 years 15 years BM : 37% BM : — E: E: 20 years 20 years B M : 50% BM : 25% E: 43% E: 16% ( 229 D EVELO PM ENT 51 CULTURAL EVOLUTION-BRAIN REVOLUTION Earliest Date of Use Widespread Date of Use 10 years BM : E: 65% 40% 10 years BM : E: - - 15 years BM : E: 79% 50% 15 years BM : E: 13% 10% 20 years BM : E: 86% 90% 20 years BM : E: 60% 30% DEVELOPMENT 52 DERMO-OPTICAL PERCEPTION Earliest Date of Use Widespread Date of Use 10 years BM : E: 60% 15% 10 years BM : E: - - 15 years BM : E: 70% 30% 15 years B M : E: 10% 20 years BM : E: 80% 73% 20 years B M : E: 40% 17% DEVELOPMENT 53 DREAM RESEARCH E arliest Date of Use Widespread Date of Use 10 years 10 years BM : 57% BM : — E: 38% E: 15 years 15 years BM : 100% BM : 29% E: 46% E: 15% 20 years 20 years BM : - - BM : 72% E: 85% E: 30% D EVELO PM EN T 54 ELECTRONIC SUPPO RT F O R C R O S S SENSING Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 55% BM : - - E: 12% E: - - 15 years 15 years BM : 73% BM : 8% E: 37% E: - - 20 years 20 years BM : 91% BM : 33% E: 87% E: 12% DEVELOPMENT 55 FEDERAL BUDGET Earliest Date of Use FOR NATIONAL TEACHER RETRAINING Widespread Date of Use 10 years 10 years BM : 67% BM : >% E: 10% E: - - 15 years 15 years BM : 87% BM : 34% E: 40% E: - - 20 years 20 years BM : BM : 67% E: 100% E: 20% DEVELOPMENT 56 INTERSPECIES COMMUNICATION Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 27% BM : E: E: - - 15 years 15 years BM : 45% BM : 9% E: 13% E: 20 years 20 years BM : 82% BM : 18% E: 63% E: 12% D EVELO PM EN T 57 NEUROLINGUISTICS Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 58% BM : E: 20% E: 10% 15 years 15 years BM : 72% BM : 28% E: 60% E: years - 20 years BM : 93% BM : 57% E: 90% E: 20% DEVELOPMENT 58 PUBLIC AND POLICY M AKER EDUCATION Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 79% BM : 14% E: 22% E: 15 years 15 years BM : 93% BM : 50% E: 44% E: 11% 20 years 20 years BM : 1 00% BM : 79% E: 100% E: 22% DEVELOPMENT 59 SEX DIFFERENCES i Earliest Date of Use Widespread Date of Use years 10 years BM : 67% BM : 23% E: E: - - years 15 years BM : 100% B M : 45% E: 20% E: - - years 20 years BM : — BM : 67% E: 80% E: 20% DEVELOPMENT 60 SOCIETAL RESISTANCE Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 77% BM : 31% E: 33% E: — 15 years 15 years BM : 100% BM : 46% 55% E: 30% 20 years 20 years BM : BM : 69% m 00 CO s s . E: DEVELOPMENT 61 VISUALIZATION Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 100% BM : 31% E: 50% E: 7% 15 years 15 years BM : — BM : 54% E: 100% E: 21% 20 years 20 years BM : — BM : 100% E: E: 71% DEVELOPMENT 62 W ORLDW IDE EDUCATIONAL COMPUTER NETW ORKS Earliest Date of Use Widespread Date of Use 10 years 10 years BM : 70% BM : — E: 17% E: — 15 years 15 years BM : 80% BM : 55% E: 50% E: 17% 20 years 20 years BM : 100% BM : 88% E: 83% E: 50% r 233 Section Four: Comparative Rankings Comparative Importance Rankings of Developments 1-45 Participants were asked in round one of this Delphi study to rank the importance of each of the developments contributed by the Panel of Eminence. In the results which are detailed in Table 64, there are several generalizations which can be made about the comparative rankings made by brain mind and educator p a rtic i pants. Overall, there is rarely equivalent ranking assigned to specific developments by the two groups. This occurs in only two of the study's Panel of Eminence-contributed developments: Teaching and Learning Neural Synchronicity, and the Chemical Increase of I n t e l l i gence. However, in analyzing the ten highest and ten lowest rank ings of the two groups, the following generalizations can be made: Brain mind participants tended to give highest ranking to developments concerned with the functions of the brain mind, such as Personal Control of Learning, the Brain as Model Builder, and Developmental Brain Educa tion. Educators tended to give highest ranking to brain mind developments concerned with learning applications, such as Multi sensory Delivery Systems, New Approaches to Memory, and Neurologically-Based Individualization. Brain mind and education participants tended toward a greater proportion of agreement in assigning ten lowest ranking developments. Joint low ranking was given to developments concerning the areas of chemical and drug use, le g is la tio n , and neural synchronicity. Comparative Importance Rankings of Developments 46-62 Participants were asked in round two of this Delphi study to rank the importance of each of the 17 developments contributed by participants. Perhpas because of the optional status given ________________________________________________^ 234;, TABLE 64 COMPARATIVE IMPORTANCE HANK IN *; O f F I/1V H E D E VE W I'M EN TS O VERVIEW f o r y o u r i n t e r e s t , a n d t h e p u rp o s e s o f t h i s s t u d y , a c o m p u r a t i v e im p o r ta n c e r a n k in g i s g i v e n b e lo w o f t h e m a jo r f o r t y - t w o f u t u r e d e v e lo p m e n ts i n c lu d e d i n t h i s n a t i o n a l D e lp h i o n t h e c a t i o n s o f t h e b r a i n m in d r e v o l u t i o n f o r e d u c a t io n . T h e d e v e lo p m e n ts a r e l i s t e d i n r a n k o r d e r w i t h t h e f i r s t l i s t i n g I t a v in y t h e h i y l ie s t im p o r ta n c e . D R A IN RESEARC HERS-D ISSEM 1NA 1VR S EDUCATORS 1 . PERSONAl. CONTROL OF LEARN IN G - L O C A LIZ E D AREAS O f THE HR AIN 1 . N E UR O IO G IC AL IN FLU EN C E FROM CONTENT IX) CONTEXT 2 . NEUROU h i IC A L L Y - RASED IN D IV ID U A L IZ A T IO N 2 . BR A IN AS MODEL BU ILDER 1 . N E U R O lO G IC A L L Y -IN fL U E N C E D CO RR IC UIJIM AND METIIODOUtGY 1 . M IILTlSEN SO RY D E LIV E R Y SYSTEMS 4 . N E U R O IO G IC A L INFLU EN CE FROM CONTENT ‘ TO CONTEXT 4 . NEW APPROACHES TO NEMORY 5. D R A IN AS MODEL B U ILD ER 5. M ULTIMODAL LEARNING 6 . EDUCATIONAL RESEARCH 6 . EXPER IE N C E A P P R E N T IC E S H IP S IN LEARN 1NG -HO W -TO -LEAR N 7 . N E U R O U *. 1CA L L Y -IN F L U E N C E D T E S T IN G D ESIG N S 7 . N E U IIO IO G IC A I.LY -B A S E D I N D IV I D U A LI7.A TIO N 8 . PERSONAL CONTROL O F LEARNING - S P E C IF IC STATES O f CONSCIOUSNESS 8 . BODY MOVEMENT-BRA IN S T IM U L A T IO N 9 . DEVELOPMENTAL DR AIN EDUCATION 9 . N E U R O IO G IC A L LY -1 NFI.UENCED CURRICULUM AND METHODOLOGY 1 0 . NEUROIOG 1C A L L Y - INFLU EN CED LEA RN1 NO ENVIRONMENTS 1 0 . DEVELOI MENTAL CONTROL 1 1 . E X PER IE N C E A P P R E N T IC E S H IP S IN LEARN IN C -IIO N -1 V -L E A R N 1 1 . ADOLESCENT B R A IN GROWTH 1 2 . STATES O F CONSCIOUSNESS S E LE C TIO N 1 2 . R E P E TITIO N -R E 1N FO R C E H E N T OBSOLESCENCE D E V E IO I’MENTAL CONTROL 1 1 . N E U R O L x ;iC A I.L Y -lN F I.U E N C E D LEARN IN G ENVIRONMENTS 1 4 . CULTUHA1. -NEU RO IO G 1CAL EDUCATION 1 4 . NEUROUR» 'I C A L I.Y -IN F L U E N C E D T E S T IN G DESIGNS 1 5 . BODY M OVEM ENT-DRAIN S T IM U L A T IO N 1 5 . S U B JE C T IV E T IM E USE 1 6 . REPET 1T IO N -H E IN IV R C E M E N T OBSOLESCENCE 1 6 . EFFEC TS O F PARAPSYCHOLOGICAL TEACHER T R A IN IN G 1 7 . MULTIM ODAL LEARNING 1 7 . NEUROLOGY AND NEUROPSYCHOLOGY T R A IN IN G 1 8 . M U LTI SENSORY D E LIV E R Y SYSTEMS 1 8 . EDUCATIONAL RESEARCH 1 9 . i i o i / h ; r a p d i c d r a i n - ii o i o g r a p i i i c u n i v e r s e 1 9 . e n d o r p h in s a n d EDUCATION 2 0 . ENDORPHINS AND EDUCATION 2 0 . PERSONAL CONTROL O F LEARN IN G - LO C A LIZ E D AREAS O F THE B R A IN 2 1 . M IN D IIODY CONTROL 2 1 . LEARN1N G -D O W -TO -LEA R N - TESTS 2 2 . COMPUTER AND IN tO U M A T IO N PROCESSING MODELS 2 2 . PERSONAL CONTROL O F LEARNING - S P E C IF IC STATES O F CONSCIOUSNESS 2 1 . NEW APPROACHES 1 0 MEMORY 2 1 . A U D IO D R A IN S T IM U L A T IO N 2 4 . ECONOMIC INFLU EN CES ON BIOTECHNOLOGY 2 4 . T R IU N E B R A IN LEARNING INFLU EN CES 2 5 . NONVERBAL D R A IN 1 NTERtXJMMUN 1 C A TIO N SYSTEMS 2 5 . DEVELOPMENTAL B R A IN EDUCATION 2 6 . NEUROLOGY AND NEUHOFSYCHGiAiGY T R A IN IN G 2 6 . ART* U* tM 1C - I'll YS1CA L S YSTF.M t * INTROL 2 7 . PEHS*iNAL CONTROL OF LEARNING - ENIXHH’IIIN S 2 7 . M1ND-RODY CONTROL 2 8 . L IM IIIC , B R A IN STEM , FRONTAL IO B E IN FLU EN C E 2 8 . STATE O F CONSCIOUSNESS SE LE C TIO N 2 9 . ADOLESCENT BR A IN GIXIWTH 2 9 . TE L E P A T H IC AND P A IIA P SYC D O U H -IC A I. A B IL IT IE S T R A IN IN G 1 0 . EDUCATION AND R E L IG IO N 3(1. C U LTU R A I.-N EU R O U H '.IC A I. EDUCATION 1 1 . A U TO N O M IC -PH YSIC A L SYSTEM CONTROL 11. COMPUTER AND IN tO U M A T IO N PROCESSING MODE I S 1 2 . S U B JE C T IV E T IM E USE 12. NONVERBAL B R A IN INTERCO M M UNICATIO N SYSTEMS 1 1 . EX TEN SIO N O F PSYCHOLOGICAL PARAMETERS I I . PERS*INAI, CONTROL O F LEARNING - ENDORPHINS 1 4 . LEARN IN G -IIU W T t>*LEARN TESTS J-f. IIO IO G R A P IIIC D R A IN IIO U H .R A P H IC U N IV ER SE 3 5 . TR IU N E B R A IN LEARN IN G IN FLU EN C ES 15. ECONOMIC IN FLU E N C E S ON RIOTECIINOLOGY 235 47 TABLE 64 (Continued) J 6 . i.e a r n in g d r u g o u s o l e s c e n c e 17. A U D IO HU AIN S T IM U IA T IO N .10. TE I.E U A TH IC AN If I'A R A I'S Y C llO H X H C A L A N IL IT IE S 10. LECAl. AND ILLE G A L DHIICS 4(1. E m c r s O f I'A liA U S Yl'IH H /O G IC A L TEACHER T R A IN I Nit 41 . TE A C U IN G -LE A U N IN G NEVHAt. S Y N C U R O N IC ITY 4 2 . CH EM ICAL INCREASE O f IN T E L L IG E N C E 4 J . USE OE A N X IE T Y -R E L IE V IN G DRUGS 4 4 . N Et M l X H C A L L Y l NELUENCEV E DOC A T IO N A 1. LEG t S I A T lU N 4 * . (O tilttC u d 9 1 0 ) J b . EX TEN SIO N O E V S Y C IM W G IC A L I’ARAMETERS 1 7 . L lH U fC , D R A IN S T E M , ERONTAL W U E IN E LU E N C E .10. LEGAL AND ILLEG A L DRUGS i s . l e a r n i n g d r u g o u s o l e s c e n c e 4 0 . e d u c a t io n a n d r e l i g i o n 4 1 . TEACH i n i ;-LE A R N INC. NEURAL SY N C U R O N IC ITY 4 2 . CH EM IC AL INCR EA SE OE IN T E L L IG E N C E 41 N EURO IIA i IC A L L Y -l NEW ENC EO EIXtCA T 1 ON A1. LEG I SLA T10N 4 4 . USE OE A N X IE T Y -R E L IE V IN G DRUGS 4 5 . ( U o l o t a d trlO ) to participant-contributed developments, a smaller percentage of the study's participants selected to rank this second set of developments. However, in the results, which are detailed in Table 65, there are several generalizations which can be made about the compara tiv e rankings made by brain mind and education participants. There is a much greater proportion of agreement in this second set of rankings. Both brain mind and education participants are in agreement in the highest ranking development, Visualization, and the lowest ranking development, Corrective Micro-Computer Implants. In analyzing the five highest and lowest rankings of the two groups, the following generalizations can be made:; Brain mind and education participants concur in four of the fiv e developments included in th e ir fiv e highest rankings: V isualization, Brain Mind Alliance with the Arts, Federal Budget for National Teacher Retraining, and Neurolinguistics. The f i f t h development topic selected by each group concerns the general area of dissemination. Brain mind and education participants concur in three of the fiv e development areas included in th e ir fiv e lowest rankings: Dermo-Optical Perception, Interspecies Communi cation, and Corrective Micro-Computer Implants. Section Five: Developments of Most Agreement and Divergence Synopsis This section of the study presents a quick reference synopsis of the Delphi developments of most agreement and most divergence between brain mind and education participants. Areas of most agreement are presented f i r s t , covering e a rlie s t date of use agreement, widespread date of use agreement, and never agreement in which both groups projected that various developments -------------- - 237 TABLE 65 C O M P A R A T IV E IM P O R T A N C E R A N K IN G S O F P A R T IC I P A N T t C O N T R IB U T E D A D D IT IO N A L D E V E L O P M E N T S O V E R V IE W F o r your Interest a n d the p u rp o se s of this study, a com parative Im p orta n ce ranking Is given b e lo w of the 1 8 participant-contributed additional d e ve lo p m e n ts In this national D elphi o n the Implications of the brain m in d revolution for education. T h e d e ve lo p m e n ts are listed in rank order with th e first listing having the highest Im portance. B R A IN R E S E A R C H E R S -D IS S E M IN A T O R S E D U C A T O R S 1 . V IS U A L IZ A T IO N 1. V IS U A L IZ A T IO N 2 . B R A IN M IN D A L L IA N C E W IT H T H E A R T S 2, P U B L IC A N D P O L IC Y M A K E R E D U C A T IO N 3 . S O C IE T A L R E S IS T A N C E 3. F E D E R A L B U D G E T F O R N A T IO N A L T E A C H E R R E T R A IN IN G 4. F E D E R A L B U D G E T F O R N A T IO N A L T E A C H E R R E T R A IN IN G 4. N E U R O L IN G U IS T IC S 5 . N E U R O L IN G U IS T IC S 5 . B R A IN M IN D A L L IA N C E W IT H T H E A R T S 6 . C U L T U R A L E V O L U T IO N -B R A IN M IN D R E V O L U T IO N 6. D R E A M R E S E A R C H 7 . C O M P U T E R G R A P H IC S 7 . B IO R H Y T H M S 8 . P U B L IC A N D P O L IC Y M A K E R E D U C A T IO N 8. S O C IE T A L R E S IS T A N C E 9 . W O R L D W ID E E D U C A T IO N A L C O M P U T E R N E T W O R K S . 9. S E X D IF F E R E N C E S 1 0 . B IO E N E R G Y 1 0 . C U L T U R A L E V O L U T IO N -B R A IN M IN D R E V O L U T IO N 1 1 . D R E A M R E S E A R C H 1 1 . W O R L D W ID E E D U C A T IO N A L C O M P U T E R N E T W O R K S 1 2 . E L E C T R O N IC S U P P O R T F O R C R O S S -S E N S IN G 1 2 . B IO E N E R G Y 1 3 . S E X D IF F E R E N C E S 1 3 , C O M P U T E R G R A P H IC S 1 4 . B IO R H Y T H M S 1 4 . D E R M O -O P T IC A L P E R C E P T IO N 1 5 . IN T E R S P E C IE S C O M M U N IC A T IO N 1 5 . E L E C T R O N IC S U P P O R T F O R C R O S S -S E N S IN G 1 6 . D E R M O -O P T IC A L P E R C E P T IO N 1 6 . IN T E R S P E C IE S C O M M U N IC A T IO N 1 7 . C O R R E C T IV E M IC R O - C O M P U T E R IM P L A N T S 1 7 . C O R R E C T IV E M IC R O - C O M P U T E R IM P L A N T S 1 8 . P lY C H O D E L IC S R E S E A R C H {unra n ked d u e to R o u n d 2 contribution) 1 8 . H R # P S Y C H O D E L IC S R E S E A R C H (u n ra n ke d d u e to R o u n d 2 contribution) 2.3SJ would never occur. Agreement in a development never happening occurred with and without a consensus on the probability and is reported accordingly. Areas of most divergence are presented next, with most diver gence defined as a difference of ten years or more in the develop ment's tim eling. The following abbreviations are used in this section fo r ease of reference: BM--Brain Mind Researchers-Dissemi- nators; E-.-Educators. E arliest Date of Use Agreement Development 1. Audio Stimulation 10 years 2 . Autonomic Control 10 years 3. Body Movement Stimulation 5 years 11. Body Mind Control 10 years 13. Brain as Model Builder 10 years 19. Neurological Content to Context 10 years 29. Legal and Ille g a l Drugs 15 years 30. Learning Drug Obsolescence 20 years 35. Developmental Control 5 years 36. Adolescent Brain Growth 10 years 41. Extension of Psychological Parameters—■20 years 42. Personal Control of Learning - A 20 years 51. Cultural Evolution/Brain Revolution - - 10 years 56. Interspecies Communication 20 years E arliest Date of Use Divergence (ten years or more) Development 12. Economic Influence on Biotechnology BM: 10 years E: 20 years 14. Holographic Brain BM: 10 years E: 20 years 28. Anxiety Relieving Drugs BM: 5 years E. Never 34. Neurological Education Legislation BM: 20+years E: 15 years 39. Cultural Neurological Education BM: 10 years E: 20 years 40. Teaching-Learning Neural Synchronocity BM: 10 years E: 20 years 42. Education and Religion BM: 15 years E: 20+ years 46. Bioenergy BM: 10 years E: 20 years 49. Computer Graphics BM: 5 years E: 15 years 50. Corrective Micro-Computer Implants BM: Never E: 20+ years 52. Dermo-Optical Perception BM: 10 years E: 20 years 54. Electronic Support for Cross Sensing BM: 10 years E: 20 years 55. National Teacher Training BM: 10 years E: 20 years 57. Neurolinguistics BM: 5 years E: 15 years 58. Public and Policy Maker Education BM: 5 years E: 20 years 59. Sex Differences BM: 10 years E: 20 years 60. Societal Resistance BM: 5 years E: .20 years 61. Visualization BM: 5 years E: 15 years 62. Worldwide Computer Networks BM: 5 years E: 15 years Widespread Date of Use Agreement Development 5. Subjective Time 6 . Limbic-, Brain Stem, Frontal [Lobe Influence 7. Repetition Obsolescence 8 . New Approaches to Memory 11. Mind Body Control 12. Economic Influence on Biotechnology 13. Brain as Model Builder 14. Holographic Brain 16. Neurological Individualization 17. Neurological Curriculum 18. Neurological Test Designs 19. Neurological Content to Context 20. Triune Brain 21. Brain Intercommunication Systems 20+ years 20 years 20 years 20+ years 20+ years 20+ years 20 years 20+ years 20 years 20 years 20 years 20 years 20+ years 20 years -240 22. Learning How to Learn Tests — 20+ years 25. Telepathic and Parapsychological A bili ties - - 20+ years 26. Effects of Parapsychological Teacher Training — 20+ years 27. Chemical Increase of Intelligence — Never 28. Anxiety Relieving Drugs — — Never 29. Legal and Ille g a l Drugs — 20+ years 30. Learning Drugs Obsolescence - - 20+ years 31. Multimodal Learning — 20 years 32. Multi sensory Delivery Systems — 20 years 35. Developmental Control — 20 years 36. Adolescent Brain Development — 20 years 39. Cultural Neurological Education — 20+ years 40. Teaching-Learning Neural Synchronicity 20+ years 41. Extension of Psychological Parameters— 20+ years 42. Education and Religion — 20+ years 43. Personal Control of Learning - A — 20+ years 44. Personal Control of Learning - B — 20+ years 45. Personal Control of Learning - C — 20+ years 54. Electronic Support for Cross Sensing — 20+ years 56. Interspecies Communication — 20+ years 61. Visualization — 20 years Widespread Date of Use Divergence (10 .years or more) Development 1* Audio Stimulation BM: 20 years E: 20+ years 2> Autonomic Control BM: .20 years E: 20+ years 4. Conscious State Selection BM: 20+ years E: 20 years 9. Endorphins BM: 20 years E: 20+ years 22. Neurological Training BM: 20 years E: 20+ years 23. Experience Apprenticeships BM: 20 years E: 20+ years 33. Educational Research BM: 20 years E: 20+ years 34. Neurological Education Legislation BM: Never E: 20+ years 37. Developmental Brain Education BM : 15 years E: 20+ years 46. Bioenergy BM: 20 years E: 20+ years 47. Biorhythms BM: 20 years E: 20+ years 48. Brain Mind Alliance with the Arts BM: 15 years E: 20+ years 49. Computer Graphics BM : 15 years E: 20+ years 50. Micro-Computer Implants BM: Never E: 20+ years 52. Dermo-Optical Perception BM: 20 years E: 20+ years 53. Dream Research BM: 20 years E: 20+ years 55. National Teacher Training BM: 20 years E: 20+ years 57. Neurological Training BM: 20 years E: 20+ years 58. Public and Policy Maker Education BM: 15 years E: 20+ years 59. Sex Differences BM: 20 years E: 20+ years 60. Societal Resistance BM: 10 years E: 20+ years 62. Worldwide Computer Networks BM : 20 years E: 20+ years Never Agreement Development 7. Repetition Obsolescence B M and E: low probability 11. Mind Body Control B M and E: flow probability 15. Computer Models B M and E: low probability 18. Neurological Test Designs B M and E: low probaiblity 20. Triune Brain B M and E: low probability 21. Brain Intercommunication Systems BM: medium probability E: low probability 23. Experience Apprenticeships B M and E: medium probability J 242 24. Learning How to Learn Tests B M and E: medium probability 25. Telepathic and Parapsychological A b ilitie s Training B M and E: medium probability 26. Effects of Parapsychological Teacher Training B M and E: medium probability 27. Chemical ; Increase: of Intelligence.;.", . BM: medium probability E: high probability 28. Anxiety Relieving Drugs BM: medium probability E: high probability 31. Multimodal Learning B M and E: low probability 32. Multisensory Delivery Systems B M and E: low probability 33. Educational Research BM: < .Medium probability E: low probability 34. Neurological Education Legislation B M and E: medium probability 40. Teaching-Learning Neural Synchronicity BM: medium probability E: low probability 41. Extension of Psychological Parameters BM: medium probability E: low probability 42. Education and Religion BM: low probability E: medium probability 45. Personal Control of Learning - C BM : medium Probability E: low probability 46. Bioenergy BM: medium probability E: low probability 47. Biorhythms BM: medium probability E: low probability 50. Corrective Micro-Computer Implants BM: high probability E: medium probability 51. Cultural Evolution/Brain Revolution B M and E: low probability 52. Dermo-Optical Perception B, and E: medium probability 53. Dream Research B M and E: low probability 54. Electronic Support for Cross Sensing B M and E: medium probability 243] 55. National Teacher Training BM: Medium probability E: low probability 56. Interspecies Communication B M and E: medium probability 57. Neurolinguisties BM: medium probability E: low probability 60. Societal Resistance B M and E: low probabibity Never Divergences Development 1. Audio Stimulation - - B M 2 . Autonomic Control - - B M 4. Conscious State Selection B M 8 . New Approaches to Memory - - E 9. Endorphins - - E 12. Economic Influences on Biotechnology - - E 14. Holographic Brain - - B M 16. Neurological Individualization E 22. Neurological Training B M 23. Experience Apprenticeships - - B M 24. Learning How to Learn Tests — B M 29. Legal and Ille g a l Drugs - - E 30. Learning Drug Obsolescence — E 35. Developmental Control — E 37. Developmental Brain Education E 39. Cultural Neurological Education B M 43. Personal Control of Learning - A - - B M 48. Brain Mind Alliance with the Arts E 49. Computer Graphics - - B M 58. Public and Policy Maker Education B M 59. Sex Differences — — B M Section Six: Participant Perspective Sheet Results In analyzing the data from the Participant Perspective Sheets, lis te d in Tables 66 and 67, there are comparisons of note between the brain mind and educator populations. Type Brain mind researcher-disseminators were distributed across a ll categories except the biological. A th ird of the participants classified themselves as combination biological and behavioral ------------------------------------------------- i_n i ■ 3 * ■ * C M i Table 66 P articipan t Perspective Sheet Data: BRAIN MIND RESEARCHERS-DISSEMINATORS (Rounded Percentage of Responses) TYPE Biolog ical Behavioral 1 7 % Combination 3 3 % Other 3 0 % Media 2 0 % A G E 25-35 36-45 46-55 56-65 65 + 13* 30 % 40% 1 4 % 3 % REGIONAL SITE O F PROFESSIONAL EDUCATION P acific Northwest Nest Coast Far West Mldwest — 2 7 % 3 % 2 0 % Northeast East Coast South Other 1 3% 2 7 % 7 % 3 % NUM BER O F YEARS IN PROFESSIONAL AREA Brain M1nd Researcher % 1-5 6-10 11-20 21-30 31-40 40-50 45% 5 % 17% 3 3 % 3 5 % ' 5 % 5 % Educator 43% — 1 2 % 60% 1 8 % 5 % 5 % Brain Mind Disseminator 3 2 % 3 8 % 46% 1 6 % -- — -- Response frequency = 27 Table 66 (Continued) Participant Perspective Sheet Data: B R A IN M IN D R E S E A R C H E R S -D IS S E K IN A T C .R S (Rounded Percentage of Responses) SELF-RATING O F BRAIN MIND KNO W LEDG E Very Comprehensive 2 7 % Comprehenslve 3 7 % Informed 2 7 % Limited 6 % Uninformed 3 % SELF-RATING O F EDUCATION KNO W LEDG E Very Comprehensive Comprehensive Informed Limited Uninformed o C V I 3 0 % 40% 7 % 3 % SOURCES O F BRAIN MIND KNO W LEDG E Primary Source General Reading Professional Reading Professional Experience Professional Peers Professional Organizations * +++ = Extensive ++ = Some *+++ ++ + 4 % 44% 2 2 % ___ 2 6 % 6 3% 1 8 % 4 % 3 0 % 3 3 % 1 8 % 4 % - - 44 % 3 0 % — — 2 6 % 37 % 4 % Coursework/Semlnars Media Friends Family Members Other Primary Source 7 % 4 % 7 % + = Limited r+++ ++ 3 0 % 3 7 % 8 % 30 % 1 5 % 37% 4 % - 2 6 % SOURCES O F EDUCATION KNO W LEDG E Primary Source *+++ ++ + Primary Source *+++ ++ + General Reading ^ Professional Reading Professional Experience Professional Peers Professional Organizations * +++ = Extensive ++ ■ Some + ■ L 22% 3 7 % 8 % Coursework/SemJnars 3 3 % 2 3 % 7 % 2e?1a. 59% 1 5 % 7 % £r1 ??dsu . 41% 3 0 % 4 % I™ " * Members 22% 3 3 % 1 5 % 0ther 1ml ted 37% 3 0 % 1 5 % 18% 8 % 2 6 % 22% 22% 7 % 4 % 7 % 3 3 % Response frequency = 27 TYPE Table 67 Participant Perspective Sheet Data: E D U C A T O R S (Rounded Percentage of Responses) Adm inistration Field-Based Combination Other 21% 43% 31% 5 % A G E 25-35 36-45 46-55 56-65 65 + 2 0% 32 % 3 6 % 1 2 % - - REGIONAL SITE O F PROFESSIONAL EDUCATION P acific Northwest West Coast Far West Mi dwest 2 % Northeast 80% East Coast 5 % South 3 % Other — 1 0 % — — NUM BER O F YEARS IN PROFESSIONAL AREA Brain Mind Researcher % 1-5 6-10 11-20 21-30 31-40 40-50 Educator 1 % 87% 5 % 5 % 7 % 2 2 % 3 0 % 3 6 % 5 % — Brain Mind Disseminator 1 2 % 1 0 % 2 % -- — - - Response frequency = 39 Table 67 (Continued) Participant Perspective Sheet Data: E D U C A T O R S (Rounded Percentage of Responses) SELF-RATING O F BRAIN MIND K N O W LE D G E Very Comprehensive Comprehensive 2 % 1 0 % Informed 43% Limited 2 8 % Uninformed 1 7 % SELF-RATING O F EDUCATION KNO W LEDG E Very Comprehensive Comprehensive Informed Llmlted Uninformed 36 % 5 5 % 9 % -- — SOURCES O F BRAIN MIND KNO W LEDG E Primary Source General Reading Professional Reading Professional Experience Professional Peers Professional Organizations * +++ = Extensive ++ = Some *+++ ++ + 2 1 % 1 3 % 3 1% 1 3 % 2 8 % 2 8 % 2 6 % 1 8 % 5 % 1 5 % 2 6 % 7 % 1 0 % 1 0 % 41 % 2 3 % -- — 3 1 % 1 5 % + = Limited ______________ Primary Source Coursework/Semlnars r< y Media __ Friends Family Members Other ~ n *+++ ++ 1 0 % 1 8 % 8 % - - 23% 1 8 % 5 % 2 8 % 2 1 % - - 1 0 % 1 3 % 2 % 8 % — SOURCES O F EDUCATION KNO W LEDG E Primary Source General Reading Professional Reading Professional Experience Professional Peers Professional Organizations * +++ = Extensive ++ = Some + = 5 % 4 6% r+++ ++ Primary Source 3 1 % 4 1 % 5 % 69% 1 8 % — 82% 2 % — 5 4 % 3 6 % - - 3 3 % 5 4 % 2 % Llmlted Coursework/Semlnars Media Frlends Family Members Other 15 % 5 % *+++ ++ + 44% 33 % 1 8 % - - 3 6 % 2 3 % 8 % 2 6 % 1 8 % 5 % 1 8 % 5 % 5 % 2 % -- Response frequency = 3 9 researchers-disseminators. This was also the largest category of brain mind researcher-disseminator participants. Educators were distributed across a ll categories, with the largest amount of participants in the field-based category. Almost a third of the education participants classified themselves as combination administrator-field-based educators, (see Tables 66 and 67). Age The majority of both brain mind researchers-disseminators and educators were in the 46-55 year age range, with 40% of the brain mind population and 36% of the education population in this category. The education population was s lig h tly younger ov erall, with over half of the sample in the 25-45 year category, while 43% of the brain mind population was in this same 25-45 year cate gory (see Tables 66 and 67).' Number of Years in Professional Area Both the brain mind and education populations tended to be very experienced, with over h a lf (58%) of the brain mind population in the fie ld for 10-30 years and two-thirds (66% ) of the education population in the fie ld for 10-30 years. The braiin mind population, however, tended to be more versa t i l e , indicating professional experience in each of the categories of researcher, educator, and disseminator. Of particular note is the brain mind population response, with 43% of the sample indicating experience in education, while in comparison only 1% of the educators indicated experience in brain mind research. ___________________________________________ 249 I t is important to indicate that this difference may stem from the national sampling of the brain mind population in comparison to a state-based education population. Both laboratory and university a ffilia tio n s of the brain mind population may place them in teaching positions. Nevertheless, this data is of interest to reinforce the rationale of this study which proposessa common lin k in the educational process between the professions of the brain mind and education communities (see Tables 66 and 67). S elf Rating of Brain Mind and Education Knowledge The brain mind population tended to be more conservative in professional s e lf ratin g, with 64% of the population selecting a very competent to competent rating in comparison with the 91% very competent to eompetent rating of the education population. The 100% rating of the education population within the range of very competent to informed in the fie ld of education indicates a very self-confident sample. However, the brain mind population had a natably higher s e lf rating (50%) very competent to competent in educational knowledge as compared to the education population's rating ( 12% ) very competent to competent in brain mind knowledge. Again, while over 90% of the brain mind population ranged from very competent to informed in education knowledge, almost h a lf of the education population (45%) rated themselves lim ited to uninformed in brain mind knowledge. This finding confirms the hypothesis of this study that an in fo r mation gap exists between the brain mind and education professions. I t is of note, however, that such an information gap may be one- ________________________________________________________________________ 250 sided, with the education community most uninformed (see Tables 66 and 67). Source of Brain Mind Knowledge: Brain Mind Researchers-Disseminators Brain mind participants indicated that professional experience (30%) was the primary source of th e ir brain mind knowledge, with professional reading (26%) a close secondary source. Professional reading, general reading, and professional peers were each given extensive-amount ratings to indicate the amount that these sources contributed to brain mind participants' brain mind knowledge (see Table :66). Source of Education Knowledge: Brain Mind Researchers-Disseminators Brain mind participants indicated that professional reading (30%) was the primary source of th e ir education knowledge, with coursework and seminars (22% ) indicated as the secondary source. Professional experience, professional peers, and coursework and seminars were each given extensive amount ratings to indicate the amount that these sources contributed to brain mind participants education knowledge (see Table 66). Source of Brain Mind Knowledge: Educators Educators indicated that professional reading (28%) was the primary source of th e ir brain mind knowledge, with general reading (21%) indicated as a secondary source. Professional reading was given an extensive abount to indicate the amount that this source contributed to education participants' brain mind knowledge (see Table 67). ___________________________________ J 5 1 j Source of Education knowledge: Educators Educators indicated that professional experience (46%) was the primary source of th e ir education knowledge, with professional experience, professional reading, and professional peers given extensive-amount ratings to indicate the amount that these sources contributed to education participants' education knowledge (see Table 67). Implications of the Findings Combined Sections One, Two, and Five Implications The following implications result from the findings in the analysis of the Panel of Eminence Generated and Participant Contri buted Developments in Sections One and Two and a comparison of the (Developments of Most Agreement and Divergence in Section Five. 1. Brain mind researchers-disseminators and educators tended to widely disagree on the e a rlie s t date of development. (81% rate of disagreement 19% rate of agreement) 2. Brain mind researchers-disseminators and educators tended to disagree on the probability of the e a rlie s t date of a develop ment but to a lesser degree than the e a rlie s t date. (60% rate of disagreement 40% rate of agreement) 3. Brain mind researchers-disseminators and educators tended to agree in over h a lf of the study's developments on a widespread date. (52% rate of agreement 48% rate of disagreement) 4. Brain mind researchers-disseminators and educators tended to disagree on the probability of a development's widespread date of use. (61% rate of disagreement 39% rate of agreement) 252 5. Almost half of the brain mind researchers-disseminators and educators agreed that approsimately h a lf of the study's develop^ ments might never occur. (53% rate of agreement 47% rate of disagreement) 6 . Brain mind researchers-disseminators and educators tended to widely disagree on the probability fo the study's develop- (74% rate of disagreement 36% rate of agreement) (In summary, the implications of this study indicate that brain mind researchers-disseminators tended to indicate that most of the study's developments would occur within fiv e to seven years (73%) in the e a rlie s t date projections and within 20 years for almost h alf of all projections (47%). Comparatively, educators tended to indicate that most of the study's developments would take longer to occur, within 15-20 years ( 66% ) in the e a rlie s t date of use projections. Educators also indicated that two thirds ( 66% ) of the developments in the study would take more than 20 years in widespread date of use projections. Generalities indicated by the findings of the study are that brain mind researchers-disseminators tended to indicate more de velopments occurring e a rlie r than educators by an average of ten years, with developments gaining widespread use by the year 2000. Educators tended to indicate developments occurring la te r than brain mind researchers-disseminators in e a rlie s t use projections and taking longer than 20 years to gain widespread use. Both brain mind researchers-disseminators and educators tended to allow for the p o ssib ility of approximately h a lf of a ll develop ments in the study sometime occurring. However, brain m in d p a rti- _________________________ ^ 253 cipants tended to indicate a greater degree of confidence in th e ir projections of a development never occurring. Section Three Implications I t is d if f ic u lt to determine clear implications from the cumulative timeline results because of the lack( of corresponding cumulative probabilities of occurrence on which the primary results of this study are reported in Sections One and Two. Such cumulative timeline results, however, do give an additional indication of the sizeable percentage of the study populations—both brain mind and education participants—who tended to indicate that most of the 62 developments included in the study would occur within the next 20 years. Other than such a general im plication, the cumulative timeline results are an area for further research. Section Four Implications Participants were aksed to rank both the 45 Panel of Eminence- Contributed developments and the 17 Participant-Contributed De velopments of the study. In the Panel of Eminence-Contributed Developments, there was lim ited agreement between brain mind and education participants. Brain mind participants tended to give highest ranking to developments concerned with brain functions, while educators tended to give highest ranking to developments concerned with learning applications. There was greater agreement between these two groups in the ten lowest ranking developments. Joint low ranking was given to developments concerning chemical and drug use, le g is la tio n , and neural synchronicity. C 254 In the Participant-Contributed developments, brain mind and education participants evidenced a greater percentage of agree ment. The groups concurred in selecting four of the five develop ments included in each group's fiv e highest rankings and three out of the fiv e developments areas included in each group's fiv e lowest rankings. Section Six Implications The following implications resulted from the findings of the analysis of the study's Participant (Perspective Sheets detailing \ / V the characteristics of the participating brain mind and educator populations: 1. Most of the brain mind researchers-disseminators had a com4 bination biological and behavioral background. 2. Most of the educators had a combination administrator and field-based education background. 3. Brain mind researchers-disseminators tended to be older than the educator population. 4. Both the brain mind and educator populations tended to be experienced in th e ir field s of expertise, the the majority of each group having at least a decade of experience in th e ir professions. 5. Both the brain mind and education populations indicated a high rate of confidence in th e ir own professional expertise. 6. Brain mind participants indicated a high rate of competence in education, while almost h a lf of the educators indicated a low rate of competence in brain mind knowledge. 7. Brain mind participants indicated that professional expertise was the primary source of th e ir brain mind knowledge, while professional reading was th e ir primary source of education knowledge. 8 . Educators indicated that professional expertise was the primary source of th e ir education knowledge, while professional reading _____________________________________________ ' 25 5 ~ was the primary source of th e ir brain mind knowledge. 9. Since one of the hypotheses of this study was that a d if f e r ence of perspective concerning the implications of the brain mind revolution for education within the next 20 years exists between brain mind researchers-disseminators and educators, id en tifica tio n of the sources of knowledge, both within a profession and for its outside information in another fie ld , is important. The id en tifica tio n of such knowledge sources can assist the effectiveness of effo rts of exchange and com munication between these two professional groups. Summary Chapter IV presented an analysis of the findings of the study and th e ir implications. Findings were divided into six sections for optimal c la rity . Section One presented the 45 Panel of Eminence Generated Developments, while Section Two presented the 17 Participant Con tributed Developments. The data of these two sections were given a tr i-le v e l format, with the information being analyzed f i r s t in a verbal summary and then expanded in accompanying numerical tables for each development. F in a lly , these 52 developments were summa rized in two inclusive numerical and graphic tables. Section Three presented the cumulative tim eline results, giving a combined ten to 20 year summarization of time estimates for each development. Section Four presented a summary of the comparative importance rankings of the Panel of Eminence Developments 1-45 and the P a rti cipant Contributed Developments 46-62 both verbally and numerically. Section Five presented a summary of the developments in the study of most agreement and most divergence among the brain mind 256 and education participants. Section Six presented the results of the Participant Perspec tive Sheets detailing and summarizing various characteristics of the participant populations both verbally and numerically. The implications of the Findings were also divided into sections fo r optimal c la rity . Sections one, two, and five of the study findings were combined into six major implications of the study with a verbal summary of comparative group perspectives. Three additional sections reported on the cumulative timeline results, the comparative importance rankings of Panel of Eminence and P a rti cipant Contributed Developments, and the results of the Participant Perspective Sheets summarizing nine implications of the findings in this area. Chapter V presents the summary, conclusions, and recommendations. 257 CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary In the exploration of'the possible implications of the current brain mind revolution for education within the 20-year period of 1980-2000, use of the Delphi process id e n tified 45 developments contributed by a brain mind researchers-disseminators Panel of Eminence and 17 developments contributed by Delphi participants from both a brain mind and an education background. A selection of members of the brain mind and education commu n itie s assigned dates of earliest.,widespread,, or never occurrence with estimates of probability in three rounds of a computer-processed Delphi. This process served to both id en tify and communicate the comparative perspectives of these two professional communities to each other through the data generated in each round and through the feedback given a fte r each round. Delphi results indicated a d is tin ct difference of perspective among brain mind researchers- disseminators and educators concerning the implications of the brain mind revolution for education within the*next 20 years. Literature relevant to each of the 62 developments was reviewed to provide both description and current analysis of the developments id en tified in the study. I t was evident from the lite ra tu re reviewed “ "258 that developments contributed to the study study by both Panel of Eminence and participants are issues in the brain mind revolu tion and are d ire c tly linked with the human capacity to learn and the processes of education. The study u tiliz e d a classic three-round Delphi process between members of two d ifferen t professional groups. Sixty-two develop ments concerning the brain mind revolution and its implications for education within a 20-year period were processed in the Delphi procedure for date of occurrence and probability. Basic descriptive and computational processes were used to id en tify the comparative brain mind and education participant perspectives on the implica tions of the brain mind revolution for education in the next 20 years. The major results of the study indicate that brain mind resear- chers:disseminarors tended to id en tify that most of the study's developments in the brain mind revolution would occur within the decade in e a rlie s t date projections and within two decades for widespread date of use for almost h a lf of a ll the developments in the study. Comparatively, educators tended to indicate that most of the study's developments would take from 15-20 years to occur in e a rlie s t date projections and that two thirds of the study's developments would take more than 20 years in widespread date of use projections. Both brain mind and education participants indicated the pos s ib ilit y of approximately h a lf of a ll developments in the study sometime occurring. Brain mind participants tended to indicate _____________________________________ < 259 a greater degree of confidence in th e ir projections of a develop ment never occurring. Conclusions The findings of the study seem to suggest the following con clusions:^ 1. Implications of the brain mind revolution for education within the next 20 years can be id en tifie d and explored by members o f both the brain mind and education commu* n itie s . The 62 developments—45 contributed by the study's Panel of Eminence and 17 contributed by study participants —were a ll id en tified and described by the study's review of the lite ra tu re as issues in the brain mind revolution of human capacity and educational process. 2. The Delphi process can both id entify and communicate the comparative perspectives of brain mind researchers- disseminators and educators. The Delphi process, with its features of anonymity, expert opinion, and continuous feedback of comments and tabulated results each round, was very effective in fa c ilita tin g , interactive exchange that resulted in d istin ctive comparative perspectives of two professional groups on com mon data. 3. A difference of perspective concerning the implications of the brain mind revolution for education within the next 20 years does exist between brain mind researchers- disseminators and educators. Brain mind participants tended to indicate more of the brain mind developments 260 in the study occurring e a rlie r than educators by an average of ten years, with most developments gaining widespread use by the year 2000. Educators tended to indicate de velopments occurring la te r than brain mind participants in e a rlie s t use projections and taking longer than 20 years to gain widespread use. Participant Recommendations In the third round of this Delphi study, participants were provided with a Recommendations Sheet (see Appendix 7E) which contained the following categories fo r response: 1. Brain Mind Readings/Resources for Educators Reference and Updating; 2. Dissemination Recommendations; 3. Recommendations for Future Studies; 4. General Comments on this Delphi Study. The results of this sheet are presented for each of these sections.- 1. Brain Mind Readings/Resources for Educators Reference and Updating Books: Brown, B. Super Mind Capra, F. The Tao of Physics C hallis, M. Education and the Brain C hirlian, P. Beginning Basics Edwards,iB. Drawing on thei[Right Side of the Brain Ferguson, M. Aquarian Conspiracy Ferguson, M. The Brain Revolution:: Fuller, B. O n Education Grof, S. Realms of the Human Unconscious -261 Hal1, E. The S ilent Language Hendricks, G. and Roberts, T. The Second Centering Book Houston, J. and Masters, R. Listening to the Body Krippner, S. Song of the Siren LeDoux, J. and Gazzaniga, M. The Integrated Miind Leonard, G. The S ilent Pulse Lozanov, G. Outlines of Suggestopedia Lozanov, G. Suggestology Lurim, A. The Working Brain P e lle tie r, K. Mind As Healer, Mind as Slayer Rainwater, J. You're in Charge Roberts, T. Four Psychologies Applied to Education Russell, P. The Brain Book Samuels, M. and Samuels, N. Seeing with the Mind's Eye Samples, R. The Metaphoric Mind Selfe, L. Nadia Shepard, R. Visual Learning, Thinking, and Communication Singer, J. Androgyny: Toward a New Theory of Sexuality Teilhard de Chardin, P. The Phenomenon of Man Walsh, R. and Vaughan, F. Beyond Ego Watson, L. Gifts of Unknown Things Wittrock, M. The Human Brain Yogananda, A. Autobiography of a Yogi Journals: Berquist, J. "Computers to Educate Both Halves of the Brain." Association of Academic Computing, P. 0. Box 1036. La.Xanada, C alifornia. Brain Mind B u lle tin , P. 0. Box 42211, Los Angeles, C a li fornia 90042. Dromenon Magazine, GP0,Sox 2244, New York, New York 10001. The F u tu ris t, P. 0. Box 30369, Washington, D. C, 20014. Goodman, D. "Learning from Lobotomy." Human Behavior, January, 1978. Goodman, D. "The Holographic Brain." Association for Humanistic Psychology Western Conference Report, December, 1977. 262 Grinspoon, L. and Bakalar, J. "Psychedelic Drugs Revis- ite d . 1 1 Elementary School Guidance and Counseling, December, 1979. Hastings, B. and Fadiman, R. "Health Care for the Whole Person." In s titu te for Noetic Sciences, San Francisco, C alifornia. Hunter, M. "Right Brained Kids in Left Brained Schools." Today's Education, December, 1977. New Science SALT Journal S c ie n tific American (especially the 1979 issue on the brain). Training Today Other: Galyean, B. "Integrative Learning" (cassette tape). Center for Integrative Learning, 767 Gladys Avenue, Long Beach, California 90804 Film strip series being produced at UCLA to improve high school and university instruction. 2. Dissemination Recommendations 1. Approach industry for financial assistance (B) 2. Study results should be available to teachers (E) 3. Publish in book form (E) 4. Create funding for paid inservice training for teachers (E) 5. Include brain mind education in teacher training courses (E) 6 . Provide inservice sessions with Jean Houston tapes followed by trained consultants leading exercises, answering ques tions, etc. (E) 7. Be the change you want to see happen. Do i t in your own class and with friends (E) 8 . Create an a rtic le fo r National Association fo r the Educa tion of Young Children, 1834 Connecticut Avenue N.W., Washington, D. C. 20009 (E) 9. Create a presentation or a rtic le fo r Day Care, The Maga- zine of the Child, 72 F ifth Avenue, New York, New York 10611 (E) 10. Think Tank conclaves for privileged educators (B) 11. Woodland seminars in the High Sierras on brain mind revo lution (B) 12. A rticles in Phi Delta Kappan, Harvard Education Review, __________ 263 Learning, and Teacher. (B) 13. Use the media to have teachers te llin g teachers about this kind of information. (B) 14. Use the kind of interactive format of this study to have d iffe re n t groups disseminate the information among each- other.v(B) 15. Teachers w ill be attracted to this kind of data i f they feel i t w ill enhance th e ir lives generally—both in the classroom and out of i t . (B) 16. Publish th is. (E) 17. Make this available through ERIC. (E) 18. Make contact with professional organizations that might be interested in having a summary of this in th e ir news le tte rs . (E) 19. I would love to see this written up in a very popular national magazine such as Woman's Day. (B) 20. Reach school parents and board members/ This w ill make a demand fo r the information. (B) 21. TV show or series would be good. (B) 22. Let's s ta rt a journal. Maybe Tom Robert's New Learning would be a good s ta rt. (E) 23. Three artic le s in existing journals that educators read —Learning, Psychology Today, and New Age. (E) 24. How about the Wal;l Street Journal? (E) 25. Do workshops for educators in testing the effects of apply ing some of the Houston type exercises in the classroom, testing multisensory learning, and testing the effects of teacher attitude change on the learning of th e ir kids. (E) 26. Extension programs or workshops with "New Ways of Being," Jean Houston's programs. (E) 27. Use the regular channels—Association for Humanistic Psy chology, the conferences of educational and psychology fo lk , and the newsletters of these organizations. (E) 28. Required, paid inservice is s t i l l one of the best ways for educators. New learning must be easily attainable, or i t wouldn't be attained at a l l . ( B ) . 29. Networks of those whose raised consciousness may be shared with novices. I t takes one to teach one. (B) 30. Create stress-control training programs for teachers using biofeedback and relaxation as well as visualization training fo r s e lf regulation. This w ill promote the brain mind revolution e ffe c tiv e ly because s e lf interest 264 and health w ill be involved. (B) 31. Disseminate through experiencial workshops that are obligatory, not optional, in the school systems. (E) 32. Get results in teacher education journals. Get readers to w rite in pros and cons. Possible controversy. (B) 33. Research results should be included in text books. (B) 34. Present this new information at annual seminars and col loquiums. (B) 35. Create films and videotapes giving explanations and show ing how this information looks in the classroom with one teacher and a normal class load. (E) 36. Workshops which move beyond theory into classroom practice. (E) 37. Make presentations to d is tr ic t resource persons and cu rric ulum specialists. (E) 38. Publish in the Association fo r Humanistic Psychology Newsletter, Brain Mind B u lle tin , and educational journals. IE) 39. Disseminate in the form of redesigned teaching methods for teaching com m on things so that teachers can experience what would be d iffe re n t. (B) 40. Publish in educational magazines, journals, union publi cations, seminars, university extension classes, education departments in colleges and universities. .(E) 41. Give programs for parents and teachers. (E) 42. A key to change in education relates to the importance that principals and superintendents place on an issue. Right now, I believe that classroom teachers are more knowledgeable than the administrators. Emphasis w ill have to be placed on training and educating this group. (E) 43. Encourage foundations and agencies to fund such research. (B) 44. TV shows for the general public. (B) 45. Small working conference for leaders in various educational fields--adm inistrators, educational psychologists, coun selors. Combine brain mind leaders with professional educators. (B) .11 M .'().• . r 46. New courses in teacher education. (B) 47. Use required textbooks that include brain mind information. Mention the brain mind in reviews. (B) 48. Form special interest groups within professional organiza tions. For example, Mind Body Special Interest Group . in. .the American; Education Research .Assoc/iatibn. (B) 265 49. Disseminate in newsletters and workshops. (B) 50. Use alternative education organization pressure. (B) 51.. Share the study with persons charged with in stitu tio n al change. (E) 52. Presentations to professional organizations at conventions and other meetings. (E) 53. A rticles for journals of professional organizations. (E) 54. Disseminate via United Teacher.of Los Angeles, National Educational Association, and the Council fo r Exceptional Children, C alifornia Teachers Association. (E) 3. Recommendations for Future Studies 1. Use computer graphics, computer educational interfaces, and mathematical models of vision and le a rn in g .’(B) 2. Sadly, more educators are highly uneducated in this fie ld , and many are hostile to any "new" thing being la id on them. They must be convinced this is not new curriculum per se, but enhancement of learning process. Perhaps a study of the "ordinary" teachers to determine what ways would be acceptable fo r dissemination of this kind of m aterial. (E) 3. I would avoid terms lik e "the major/the basic/the central" and stick more with "a factor" or "w ill be important," etc. I would try to cut jargon even more than you have. And I wonder i f the brain mind revolution might encompass much more than neurophysiology? (B) 4. With instruction, experiences, and a c tiv itie s given to teachers, w ill th e ir teaching behaviors change? (E) T 5. From the brain researcher--willingness to speculate on the implications of what they are doing fo r a general public. Some video and w ritten documentation of teacher training and classroom practice. (B) 6 . A Delphi study of how to teach and how to learn would be of great value. Also one on c re a tiv ity —what i t is , how to teach i t , and how to learn i t . (Bj; 7. W e need to become more p o litic a lly astute. (B) 266 8. Have more statements that allow fo r an open-ended system(s) when discussing that wonderful thing, the mind. And next time, don't leave out in such a shocking way all ideas of ethics, morals, and values. (B) 9. I am interested in doing sim ilar controlled studies to Dr. Beverly Galyean's using a rt and meditation daily in a classroom. I'm planning to explore this with some educators. (E) 10. W e need a combination of research methods: (1) innovators who develop new educational procedures and try them out on a lim ited scale, evaluating the results, and communi cating them, and (2) researchers who explore and evaluate various combinations of approaches under many d iffe re n t conditions (labs and classrooms) under precise control. (B) 11. Have studies done in classroom versus labs. (E) 12. Let's research the effects of some actual classroom ac t iv it ie s and techniques on the cognitive and affective achievements of students. Let's round up some w illin g and knowledgeable teachers. (E) 13. W e need to id en tify what the actual act of teaching/ learning would look lik e i f i t were informed by the new brain research findings--how i t would d iffe r from present methods or behavioral methods and then find some examples. Then we should evaluate what happens to children and adults when they are taught or learn in the new way. (B) 14. More emphasis on subjective experience of brain mind developments. (B) 15. More emphasis on states of consciousness. (B) 16. Set up demonstration schools. (B) 17. Show that these new teaching methods make i t possible to teach present goals in the 3 R's easier. Then show that new a b ilitie s can also be developed using them. Show that they are practical now. (B) 18. Use the results from the Delphi study to poll a larger 267 number of working educators and administrators. Look for people w illin g to commit themselves. Actions are better than ta lk . (B) 19. Demonstrations and practical applications of the in fo r mation gleaned from this research. (E) 4. General Comments on this Delphi Study 1. Super idea. Very stimulating and exciting. I t was an honor and a pleasure to be involved. Some of the questions did not f i t the format, and m y lin ear l e f t brain had ^ a d if f ic u lt time answering (re , "bending the question or format to make a coherent response"). (E) 2. Good, in fa c t, excellent. But the questions in general were incredibly conservative. (B) 3. Extremely interesting experience. My f i r s t experience with Delphi. I t becomes increasingly clear that the wording of the statements is very important. C la rity is the thing to strive fo r. (B) 4. The questions were so poorly written that I believe careful researchers would simply find the data uninter pretable. Someone on the committee so vastly overstated what is known that i t was d if f ic u lt to take a lo t of the questions seriously. (B) 5. This study was excellent fo r many reasons. I t articulates what i t is we're doing. I t asks questions that motivate one to provide answers in practice— by* training teachers who w ill disseminate the "beingness," not ju s t the in fo r mation. (E) 6 . Excellent idea. Looking forward to the results. (B) 7. Someone should use this study as an example of the emo tio n a lly loaded, naive, ignorant way to do science. What, pray t e l l , is the brain mind revolution that you are so hot about? I t 's been going on since savages f i r s t de-brained th e ir enemies. I was, and am, disap- 268 pointed by the low quality of the work. I t also worries me. I can see some bio-science-mystique overlain by magical thinking about human consciousness being peddled from some soap box by some weird people. Please, can't there be a less strident study? And please, spell i t "occurence." (B) 8 . By and large, i t 's a great and a much needed piece of research. (B) 9. I wish I was more fa m ilia r with a ll the methods mentioned. Perhaps a book by you or edited by you spelling out how a ll the methods work and th e ir probable* applications. I want more information please. (B) 10. I enjoyed it--e s p e c ia lly the comments from the other people. I hope some of such w ill be included in the final report. One thing bothers me, and I wonder i f others feel the same. Thinking about the questions and reading over various responses, I think I did pretty much l e f t brain predicting, thinking i f things more or less go on as they have, then such and such w ill probably happen at this or that date. When not clicking along in this lin ear way, I am not at a ll sure things w ill go on as they have--particularly in the next 20 years. There may very well be great shifts or dislocations so c ia lly , economically, environmentally, e tc ,— and or there might be a genuine leap in consciousness— a c ritic a l mass may be reached. I think I have not l e f t enough room for the lo g ica lly unexpected in m y answers. I t would be interesting- to try the same questions using a more in tu itiv e mode of thinking--meditate on them, le t them go, and see what comes. One problem is lack of time. A few years ago I was involved with Dean and Mehalasky at New Jersey In s titu te of Technology. Their work involved in tu itio n as. a factor in non-logical decision making for business and government. They proposed Del phis in which respondants were those who had scored high on tests 269 of in tu itiv e a b ility . (They don't have tests as such; there are various indicators.) In th e ir own research with more than 8,000 people, they also found various factors that can seemingly skew group :prediction in the in tu itiv e mode. Some knowledge of this might be helpful. Anyway, thanks for including me. (B) 11. I enjoyed ju st thinking about these items. (E) 12. This does take considerably longer than f ir s t indicated. I would love to see a l i s t of p rio ritie s in terms of what is desired rather than what is lik e ly . (B) 13. Very interesting process. But I'm not sure what you got except for a lo t of guesses. (E) 14. Interesting. But many of the statements were too rig id in the'orientation toward neurology rather than percep tio n , in manipulation rather than s e lf ‘ regulation, and in computer-like intelligence rather than c re a tiv ity . (B) 15. I'm delighted to see visualization high on the l i s t of importance. I t has been m y experience that talking about the "revolution" is n 't quite as effec tive as "being in i t . " Confucius said it--"o n e picture is worth 1,000 words." (E) NOTE: See Comparative Importance Rankings of Develop ments 46-62 (Appendix 7C). 16. Round one and two comments were very good and helpful. Often the questions were expressed in superlatives where techniques might be gradually or p a rtia lly used. The ques tions were often slanted and narrow and reflected a par tic u la r viewpoint. The issues are more complex than th is. Occurrence is spelled with two r's and an 'e '. Give us more than three days to reply. (B) 17. One more piece in the puzzle of human learning, but not the answer. W e ahve a great deal of other psychological knowledge in human learning that is equally important and which we can implement immediately to increase learn ing. (E) 18. Fantastic! (E) 19. I learned ju st in being a part of i t . Thank you. (E) 20. I t is erroneous to assume that education is based on biology. Advances in education can preceed knowledge of the biological and psychological foundations. In fa c t, they usually do. Most questions asked two, three,Cor four items. Shorter, less extreme questions would be better. Many respondants mentioned this. D o not present brain mind education as superior to other educational psychologies, but as supplemental to them. All current psychologies are incomplete. They need to be combined to strengthen each other, not to be seen as conflicting alternatives. (B) 21. Interesting experience. I shared the Delphi study and process with m y Future Studies students. (E) 22. Important issues. Not much discussion re a lly . Appears to be narrowed on or establishing p rio ritie s versus d e ta il. The rating scales are ambiguous, i . e . , pessimist versus optomist answers. Took much more than 15 minutes. (B) 23. I found this study to be provocative, stim ulating, in formative, and imminent for future educational programs throughout the universe. (E) 24. Interesting! (E) 25. Staggering concept. Exciting study. Felt very inade quate in responding to the various items. Opened up a whole new world for me. (E) Recommendations for Further Research This study was designed prim arily as a p ilo t investigation . of the implications of the brain mind revolution for education. As with any p ilo t study, i t is anticipated that further research w ill follow to expand in it ia l findings. The following recommenda- . . 271 tions are made for further r e s e a r c h t h i s essential area of human learning and capacity:; 1. The interactive format of the Delphi was an invaluable means of brain mind researchers-disseminators and educa tors communicating with each other. Participants commented on the insights and interest generated by this feature. To further optimize this feature, in future studies i t would be valuable to build in an incentive for the in it ia l Panel, of Eminence members who contributed the major por tion of the study's developments to continue defining and responding to questions that participants may have about the development(s) they have contributed. In the in it ia l round of this study., Panel of Eminence members' response to participants' requests for c la rific a tio n were excellent. This did not always occur in la te r rounds, which meant that wording that participants had already commented upon as unclear was not able to be changed or additionally c la rifie d . This was understand able given the lim ited time and energy that eminent panel members have to contribute to such a study. However, given the importance of this response and c la rific a tio n process, future studies would be much enhanced by secur ing a financial incentive for Panels of .Eminence jpembers responding to c la rific a tio n responses in each round of the study. 2. The Participant-Contributed Developments proved to be 272 a valuable feature of the study. Participants who were knowledgeable in given areas had the opportunity to contribute essential data. Future studies may find i t valuable to expand this feature. In this study Participant- Contributed Developments were given an optional status. However, the caliber of such developments in this study suggest that this is an area that deserves further design experimentation. 3. This study focused on the comparison between two broadly based professional populations in a p ilo t investigation. Future studies may find i t valuable to expand such a ( comparison of professional perspectives into the various specializations within the professions. For example, in this study brain mind participants could have been subdivided into populations of biological-based researchers, behavioral-based researchers, media disseminators, etc. Educators could have been subdivided into populations {'/> of administrators, classroom teachers, curriculum special is ts , counselors, etc. 4. There was much participant enthusiasm in this study for the interactive communication that resulted from the computer comment printout with each Delphi round. The communication that this made possible between two profes sions that ordinarily may not come into contact was appar ently both interesting and illum inating on both sides. Given the success of such prin t interaction, i t would be _______________________________________________________________ 273 of much interest for future studies to design fo r actual on-line visual screen computer interaction between p a rti cipants. This leap in what would be possible fo r both (1) immediacy and (2) amount of content would be invaluable. Possible funding might be secured fo r such studies through computer fa c ilit ie s currently interested in experimenting with such types of professional communication. 5. Researchers interested in the effectiveness of the Delphi process it s e lf may want to continue controlled experi mentation with the high return features of design p rin t formating, computer processing, and color coding used in this study. 6 . In addition to the timeline and probability data generated by this study, i t would be of much interest to design a Cross Impact Matrix feature into future studies. The a b ility to be able to track the possible impact that one development's existence might have on another development would greatly enhance the value of such future projections. 7. Given the energy and resources involved in this study's in it ia l design, its population base was re la tiv e ly lim ited. Although the brain mind researcher-disseminators repre sented a national sampling, the actual number of p a rtic i pants was quite lim ited. The education population was selected from a regional base of Southern C alifornia. Future studies may find i t valuable to sample a nationally- based population of both brain mind researchers-dissemi- nators and educators as well as to imjlude as large a number as can be e ffic ie n tly processed. 8 . In this study the data from the Participant Perspective Sheets provided valuable information about the participants. These sections also concerned the ways in which (1) members of the brain mind profession gained th e ir own brain mind information and, in addition, information about education and (2) members of the education profession gained th e ir own education information and, in addition, information about the brain mind revolution. These sec tions resulted in data that is valuable in exploring and implementing the most effective ways in which communi cation across professions and among professionals with common interests can occur. This is an area of importance for further research in future studies. 275 BIBLIOGRAPHY 2 2 3 BIBLIOGRAPHY Alexander, F. M. The use of the s e lf. London: Re-Educational Publications, 1955. Arena, J. An interview with David A. Goodman. Academic Therapy, September, 1979, 1_5, 95-102. Arnheim, R. Visual thinking. Berkeley: University of California Press, 1969. Assagioli, R. Psychosynthesis. New York: Penguin Books, 1976. (O rig inally published, 1965}) Bailey, A. A. 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Chicago: National Society for the Study of Education, 1978. Wittrock, M. The brain and psychology. New York: Academic Press, 1980. 295 APPENDIXES 294 APPENDIX 1: ‘TRANSCRIPT O e3sA M P LE INITIAL TELEPHONE INVITATION 295 A P P E N D IX 1: T R A N S C R IP T O F S A M P L E INITIAL T E L E P H O N E IN V IT A T IO N This is D iane Battling from the U S C S chool of Education. I a m interested in conducting a Delphi study o n the implications of the brain m ind revolution for education in the next twenty years. I have admired your contributions in this area and I would like to ask for your participation. •T he study is going to have a unique format. B ecause I w ant to look at a 2 0 year projection, I a m going to use a Delphi wherein 2 5 leading brain researchers-disseminators around the country a n d 2 5 professional educators in the southern California area will respond to the brain m ind revolution in education m a d e by a P anel of Em inence. W ith the intention of excellence in the field and diversity of special ization, the m e m b e rs of the P anel of E m inence are.. . . (n a m e s of panel).... a n d I would b e honored if you would participate in such a study. E a c h of the panel m e m b e rs are being asked from their personal and pro fessional perspective to anonym ously project five of the major implications that they believe that the brain m ind revolution will have for education within the next twenty years. This body of approximately 35-50 projections will then form the basis of the Delphi study which will b e circulated to approximately 5 0 m e m b e rs of the brain a n d education communities for a three round Delphi in order to ascertain the consensus of perspective about the brain m ind revolution betw een (1) brain m ind researchers-disseminators a n d (2) the potential implementers of such information, professional educators. T h e am ount of time this study will involve o n your part is projected to b e 10-15 minutes formulating the five projections that you believe m a y occur within the next twenty years. T h e three Delphi rounds will involve perhaps 15-20 minutes once in January, once in M arch, and once in April for a total of less than 9 0 minutes for the entire study. All results will b e m a d e available to you for your o w n use. I should mention m y reasons for doing this study. I have b e e n with national teacher training projects in innovative areas at the University of Southern California for the last five years. O ur funding cycle h a s just completed. I have b e e n extremely interested in the brain m ind revolu tion for a num ber of years and knowing the educational planning need for this information o n the implications of the brain m ind revolution for educa tion, I have decided to d o m y dissertation a n d provide a needed study for the field at the s a m e time. I think that a major information gap exists a n d I would like to d o something about it. T h e interactive nature of the Delphi process offers a rare opportunity I believe. 2 M APPENDIX 2: PANEL OF EMINENCE SAMPLE INVITATION A. Letter of Jnv.itation (O fficial stationery) B. Panel of Eminence List (Tan color code) C. Sample Projection Sheet (Salmon color code) D. Projection Return Sheet (Green color code). 297 SCHOOL OF E D U C A T IO N D e p a r t m e n t o p I n s t r u c t i o n a l T e c h n o l o g y (2 1 3) 7 4 1 -6 2 6 3 Dr. Jean Houston, Director December 9, 1979 Foundation for Mind Research P.O. Box 600 Pomona, N ew York 10970 Dear Dr. Houston, Because of your expertise and contributions as a brain mind researcher- disseminator in the fie ld of neurology, you are invited to participate in a m uch needed Delphi study of the implications of the brain mind revolution fo r education in the next twenty years. TITLE O F T H E S T U D Y Implications of the Brain Mind Revolution fo r Education 1980-2000: A Delphi Investigation of the Comparative Perspectives of Major Brain Researchers-Disseminators and Potential Education Implementers T H E N E E D F O R THIS S T U D Y 1. A sizable information gap m ay exist between the neurological and educa tion communities. 2. Brain mind developments m ay have important influences on the nature and methodology of education w ithin the next twenty years. 3. Dialogue between the neurological and education communities in terms of early communication on (a) information that is being generated and (b) information that m ay be implemented has important, mutual benefits on both professional and societal levels P R O C E S S The Delphi process is a sophisticated polling device created as a futures studies methodology. A Delphi study involves a diverse group of recognized experts in analyzing future projections on a given topic from the basis of th e ir ow n expertise. The Delphi questionnaire is circulated several times am ong the participants with feedback given each round on the mathematical consensus and range of opinions, as well as qua lita tive data fo r each item in the study. UNIVERSITY OF SOUTHERN CALIFORNIA. UNIVERSITY PARK. LOS ANGELES, CALIFORNIA 90007 298 2 - A d is tin c tiv e feature of a Delphi study is its anonymity. Although p a rti cipants m ay be acknowledged fo r th e ir general p articip a tio n , no item or response is ever id e n tifie d with any individual. This format has been found to be very successful in avoiding undesirable communication dynamics such as pecking orders, bandwagons, etc, to achieve an open, interactive form fo r the exploration of future-oriented information. Results of this Delphi w ill be summarized in the format of descriptive scenarios comparing the perspectives of brain mind re- searchers-disseminators and educators on the im plications of the brain mind revolution fo r education w ithin the next twenty years. Both the study's summary scenarios and data w ill be distributed to participants for th ie r ow n use. FIVE P R O JE C TIO N S F R O M T H E PAN£L O F E M IN E N C E Because of your eminence in the fie ld , you are invited as a member of the Panel of Eminence, to make fiv e projections on the im plications of the brain mind revolution fo r education w ithin the next twenty years on the basis of your exper tise in the brain mind fie ld . Your fiv e projections and those of each of the other panel members w ill form the basis of the Delphi study. Given the anonymity of a Delphi study, your projections w ill not be identifed. Twenty-five leading members of the brain mind community and a lik e number of pro fessional educators w ill then be asked in the Delphi process to respond to this body of potential implications of the brain mind revolution fo r education within the next twenty years contributed by the Panel of Eminence. (Please refer to the Panel of Eminence Member Appendix and Sample Delphi Projections Appendix fo r add itio n a l inform ation.) PARTICIPANTS This study w ill involve seven to nine eminent members of the brain mind com m unity who represent a d ive rsity of specialization contributing a body of projec tions on the implications of the brain mind revolution for education within the next twenty years. Twenty-five members of the brain mind community representing the biological and behavioral sciences w ill respond to these projections. Twenty- fiv e members of the education coiraiunity of Southern C alifornia representing both adm inistrative and field-based positions w ill also respond to these projections. T H E BENEFITS O F T H E S T U D Y 1. Needed dialogue between the neurological and education communities. 2. Internal intergroup dialogue between the biological and behavioral special ists of the neurological conmunity and between the adm inistrative and fie ld - based specialists of the education community. 3. Dissemination of the mutually relevant perspectives of two diverse professions involved in the process of hum an learning and knowledge. 4. Societal benefit in having educational planners better informed of a potential high impact area. 5. A v a ila b ility of a ll resulting data to you as a participant fo r your ow n use. 299 - 3 - TIME IN V O LV E M E N T IN T H E S T U D Y 10 minutes 45 minutes 55 minutes N A T U R E O F THIS S T U D Y The investigator of this study, Diane N. Battung, has been involved in national teacher training programs in innovative areas of education at the University of Southern C alifornia fo r the la st seven years, and is currently a national contributing editor fo r the World Future Society Education News le tte r. This study w ill jo in tly serve as a dissertation and a probe of the advance data much needed in education fo r planning and administration in an era of change. *** In order that the f ir s t Delphi can occur at the end of January, you are asked, i f possible, to return your five projections on the implications of the brain mind revolution fo r education seven days a fte r the receipt of th is le tte r. Thank you fo r the advance of educational planning you are making possible and fo r the results of th is study which-will be available to you fo r your ow n interest and use. Respectfully, Diane N. Battung Panel of Eminence contribution of fiv e projections Fifteen minute response to three rounds of the Delphi 15 min. f ir s t Delphi round — end of January 15 min. second Delphi round — end of March 15 min. th ird Delphi round — early April Total time over a three month period = P A N E L O F E M IN E N C E M E M B E R APPEN D IX The following leading brain mind researchers-disseminators, selected on the basis o f (1) eminence and (2) d ive rsity of specialization from the lite ra tu re of the fie ld , have been requested to state on the basis of th e ir expertise fiv e im plications of the brain mind revolution fo r education. These projections w ill form the basis of the Delphi p o ll. 1. D R . JO S E P H B O G E N Ross Loos H o sp italL o s Angeles 2. D R . B A R B A R A B R O W N Veterns Administration Hospital, Los Angeles 3. M AR ILYN F E R G U S O N Brain Mind B ulletin,. Los Angeles 4. D R . JEA N H O U S T O N Foundation fo r Mind: Research, N ew York 5. D R . P A U L M A C L E A N Laboratory of Brain Evolution and Behavior, Bethesda 6. D R . K A R L P R IB R A M . Department of Psychology, Stanford University, Stanford 7. D R . R O B E R T S A M P L E S Essentia, Boulder 8. D R . R O G E R S P E R R Y Department of Biology, C alifornia In s titu te o f Technology,. Pasadena 9. D R . C H A R L E S TA R T Department of Psychology, University of C alifornia, Davis 10. D R . M ERLIN W ITTR O C K Graduate School o f Education, University of C alifornia, Los Angeles 301 S A M P L E D E L P H I P R O J E C T IO N S 302 Y o u are invited a s a m e m b e r of the P a n e l of E m in e n c e to contribute o n the basis of your expertise five potential implications that the brain m in d revolution m a y h a v e o n education within the next twenty years. B e c a u s e of the anony- mitv of a D elphi study, your projections will not b e identified. Participants from the brain m in d a n d education c o m m unities will b e a s k e d to respond to the Panel's series of projections in term s of . T IM E L IN E E S T IM A T E S . P R O B A B IL IT Y E S T IM A T E S O P E N F O R U M C O M M E N T S S A M P L E T O P IC * P O S S IB L E P R O J E C T IO N A U D IO B R A IN S T IM U L A T IO N 1 . W id e sp re a d u s e in educational settings of audio frequencies su ch a s m u sic a n d 'white noise' correlated to the learner's brain frequencies to assist learning. A U T O N O M IC /P H Y S IC A L S Y S T E M C O N T R O L 2 . Presently inaccessible h u m a n capabilities su ch a s the control of the autonom ic syste m a n d the retardation of aging will b e taught in elem entary a n d secondary school settings o n the basis of neurological kno w led g e . B O D Y M O V E M E N T B R A IN S T IM U L A T IO N 3 . B o d y m o v e m e n t will b e extensively u s e d a s a neurological stimulus to facilitate creativity a n d extended duration of learning periods. B R A IN M O D E L U S E 4. M u c h m o re sophisticated attention in educational settings will b e given to in dividual belief, attention, a n d personal encoding syste m s of learners b a s e d o n greater understanding of the brain a s a m o d e l builder of perceived reality. B R A IN S T Y L E S /L E A R N IN G S T Y L E S 5 . Multisensory delivery syste m s of learning -- kinesthetic, visual, audio, olfac tory, etc. -- b a s e d o n neurologically identified learning styles will b e exten sively u s e d in educational settings. D E V E L O P M E N T A L C O N T R O L 6 . E nvironm ental a n d nutritional stimuli will b e extensively u s e d in com bination to influence brain tissue a n d cell grow th for increased intelligence from birth through early childhood. IN T E L L IG E N C E D R U G S 7 . B iochem ical substances identified in the brain will b e c o m m o n ly u s e d in oral concentrated form ats to increase intelligence N E U R O L O G IC A L L Y -IN F L U E N C E D E D U C A T IO N L E G IS L A T IO N 8 . B e c a u s e of increased k n o w le d g e of neurological functions, m andatory birth center education legislation will b e e n acted S T A T E S O F C O N S C IO U S N E S S 9 . T h e selection of specific states of consciousness m a tc h e d with the nature of learning content will b e a m ajor educational m ethodology S U B J E C T IV E T IM E U S E 1 0 . Accelerated tim e production in learning n e w materials through the controlled subjective perception of tim e will b e a m ajor educational m ethodology (i.e. 3 m o n th s of material in 3 hours) C O T O P IC P R O JE C TIO N ________________________________ 8 1. 1. 2 . 3. P L E A S E R E T U R N W ITH IN S E V E N D A Y S O F R E C E IP T T O Diane N. Battung 968 Tularosa Drive # 1 (Processed return envelope enclosed Los Angeles, California 90026 for y0Ur m a11inq convenience) 213-663-1057 1-103 APPENDIX 3: BRAIN MIND RESEARCHER-DISSEMINATOR SAMPLE INVITATION A. Let ter of Invi ta t i on (Official stationery) B. Panel of Eminence List (Tan color code) C. Potential Brain Mind Participants (Yellow color code) 304 SCHOOL OF EDUCATION D e p a r t m e n t o f I n s t r u c t i o n a l T e c h n o l o g y (2 1 3) 7 4 1 -6 2 6 3 D r. S ta n le y K rip p e r H u m a n istic Psychology I n s t i t u t e 325 9 th S tr e e t San F ra n c is c o , C a lif o r n ia 94103 D ear D r. K r ip p e r, Because o f yo u r e x p e rtis e and c o n trib u tio n s as a b r a in mind re s e a rc h e r- d is s e m in a to r, you a re in v it e d to p a r t ic ip a t e as a d is tin g u is h e d resp on d en t in a much needed n a tio n a l D e lp h i stu d y o f th e im p lic a tio n s o f th e b r a in mind r e v o lu tio n f o r e d u c a tio n in th e n e x t tw e n ty y e a r s . TITLE OF THE STUDY Im p lic a tio n s o f th e B ra in Mind R e v o lu tio n f o r E d u c a tio n 19 80 -200 0: A D e lp h i In v e s tig a tio n o f th e C om parative P e rs p e c tiv e s o f M a jo r B ra in R e s e a rc h e rs -D is s e m in a to rs and P o t e n t ia l E d u c atio n Im plem enters THE NEED FOR THIS STUDY 1. A s iz a b le in fo rm a tio n gap may e x is t betw een th e n e u ro lo g ic a l and e d u c a tio n com m unities 2 . B ra in mind developm ents may have im p o rta n t in flu e n c e s on th e n a tu re and m ethodology o f e d u c a tio n w it h in th e n e x t tw e n ty y e ars 3 . D ia lo g u e betw een th e n e u ro lo g ic a l and e d u c a tio n com m unities in term s o f e a r ly com m unication on ( a ) in fo rm a tio n t h a t is b e in g g en era ted and (b ) in fo rm a tio n t h a t may be im plem ented has im p o rta n t, m utual b e n e fits on b o th p ro fe s s io n a l and s o c ie t a l le v e ls PROCESS The D e lp h i p ro cess is a s o p h is tic a te d p o llin g d e v ic e c re a te d as a fu tu re s s tu d ie s m ethodology. A D e lp h i stu d y in v o lv e s a d iv e rs e group o f re co g n ized e x p e rts in a n a ly z in g fu tu r e p r o je c tio n s on a g iv e n to p ic from th e b a s is o f t h e i r own e x p e r tis e . The D e lp h i q u e s tio n n a ire is c ir c u la t e d s e v e ra l tim es among th e p a r t ic ip a n t s w ith feedb ack g iv e n each round on th e m a th e m a tic al consensus and range o f o p in io n s , as w e ll as q u a li t a t i v e d a ta f o r each ite m in th e s tu d y . UNIVERSITY OF SOUTHERN CALIFORNIA, UNIVERSITY PARK. LOS ANGELES. CALIFORNIA 90007 305 F e b ru a ry 4 , 1980 2. A d is t in c t iv e fe a tu r e o f a D e lp h i stu d y is i t s an onym ity. A lth ou gh p a r t ic ip a n t s may be acknowledged f o r t h e i r g e n e ra l p a r t ic ip a t io n , no item o r response is e v e r i d e n t i f i e d w ith any in d iv id u a l. P a r tic ip a n ts a re a ls o req u ested n o t to c o n fe r w ith each o th e r co n cern in g th e s tu d y . T h is fo rm a t has been found to be v e ry s u c c e s s fu l in a v o id in g u n d e s ira b le com m unication dynamics such as p eck in g o rd e rs , bandwagons,, e t c . , to a c h ie v e an open, in t e r a c t iv e forum f o r th e e x p lo r a tio n o f f u tu r e -o r ie n te d in fo rm a tio n . The p r o je c tio n s w hich form th e body o f t h is D e lp h i stu d y have been p ro v id e d by a te n -p e rs o n P an el o f Eminence re p re s e n tin g a d iv e r s it y o f v ie w p o in t w ith in th e b r a in mind community. These p a n e l members were s e le c te d on th e b a s is o f (a ) n a tio n a l re c o g n itio n (b ) re s e a rc h and l i t e r a r y c o n trib u tio n s and (c ) p u b lic and p ro fe s s io n a l d is s e m in a tio n e f f o r t s . Three rounds o f th e D e lp h i process w i l l p ro v id e th e needed amount o f d ata to d eterm in e consensus o r a la c k o f i t on v a rio u s p r o je c tio n s o f th e b r a in mind r e v o lu tio n f o r e d u c a tio n . D e t a il on why such consensus was o r was n o t reached w i l l a ls o be g e n e ra te d . An in t e r e s t in g fe a tu r e o f th e D e lp h i process is t h a t feedb ack is g iv e n on each ite m from a p re v io u s round b e fo re a new round b e g in s . Your prom pt re p ly and r e tu r n m a ilin g in t h is D e lp h i stu d y o ver th e th re e rounds w i l l in s u re (1 ) t h a t a maximum amount o f c r u c ia l d a ta is in c lu d e d in p ro cessin g and (2 ) t h a t a b r i e f , th re e -c o n s e c u tiv e month in v o lve m e n t accom plishes th e s tu d y 's g o a ls . The m a ilin g fo rm a t o f each ro u n d 's q u e s tio n n a ire ach ieves th e needed exchange o f v e ry busy respondents w ith o u t th e d i f f i c u l t y o f p h y s ic a lly m e etin g . R e s u lts o f t h is D e lp h i stu d y w i l l be summarized in th e fo rm a t o f d e s c r ip tiv e s c e n a rio s com paring th e p e rs p e c tiv e s o f b r a in mind re s e a rc h e rs - d is s e m in a to rs and ed u ca to rs on th e im p lic a tio n s o f th e b r a in mind re v o lu tio n f o r e d u c a tio n w it h in th e n e x t tw e n ty y e a rs . Both th e s tu d y 's d ata and summary s c e n a rio s w i l l be d is t r ib u t e d to p a r t ic ip a n t s f o r t h e i r own use. PARTICIPANTS T h is stu d y in v o lv e s te n em inent members o f th e b r a in mind community who re p re s e n t a d iv e r s it y o f s p e c ia liz a t io n c o n tr ib u tin g a body o f p ro je c tio n s on th e im p lic a tio n s o f th e b r a in mind r e v o lu tio n f o r e d u c a tio n w it h in th e n e x t tw e n ty y e a rs . T w e n ty -fiv e d is tin g u is h e d members o f th e b r a in mind community re p re s e n tin g th e b io lo g ic a l and b e h a v io ra l scien ces w i l l respond to th ese p r o je c tio n s . T w e n ty -fiv e s e le c te d members o f th e e d u c a tio n community o f S outhern C a lif o r n ia re p re s e n tin g a range o f a d m in is tr a tiv e and fie ld -b a s e d p o s itio n s w i l l a ls o respond to th ese p r o je c tio n s . THE BENEFITS OF THIS STUDY 1. Needed d ia lo g u e betw een th e n e u ro lo g ic a l and e d u c a tio n com m unities 2 In t e r n a l in tra g ro u p d ia lo g u e betw een th e b io lo g ic a l and b e h a v io ra l s p e c ia lis t s o f th e n e u ro lo g ic a l community and betw een th e a d m in is tr a tiv e and fie ld -b a s e d s p e c ia lis t s o f th e e d u c a tio n community 3 . D is s e m in a tio n o f th e m u tu a lly r e le v a n t p e rs p e c tiv e s o f two d iv e rs e p ro fe s s io n s in v o lv e d in th e process o f human le a rn in g and knowledge A. S o c ie ta l b e n e f it in h avin g e d u c a tio n a l p la n n e rs b e t t e r info rm ed o f a p o t e n t ia l h ig h im p act area 5 . A v a i l a b i l i t y o f a l l r e s u ltin g d a ta to you as a p a r t ic ip a n t f o r yo u r own use 306 3 . TIME INVOLVEMENT IN THE STUDY F if t e e n m inute response to th re e rounds o f th e D e lp h i 15 m inutes f i r s t D e lp h i round — mid F e b ru a ry 15 m inutes second D e lp h i round — mid March 15 m inutes t h ir d D e lp h i round — e a r ly A p r il T o ta l tim e o ver a th re e month p e rio d = 45 m inutes NATURE OF THIS STUDY The in v e s t ig a t o r o f t h is s tu d y , D iane N. B a ttu n g , has been in v o lv e d in n a tio n a l te a c h e r t r a in in g programs in in n o v a tiv e area s o f e d u c a tio n a t th e U n iv e r s ity o f S outhern C a lif o r n ia f o r th e l a s t seven y e a rs , and is c u r r e n tly a n a tio n a l c o n trib u tin g e d it o r f o r th e W orld F u tu re S o c ie ty E d u c atio n N e w s le tte r . T h is stu d y w i l l j o i n t l y serve as a d is s e r t a t io n and a probe o f th e advance d ata much needed in e d u c a tio n f o r p la n n in g and a d m in is tra tio n in an era o f change. A g a in , yo u r prom pt response and r e tu r n m a ilin g o f th e th re e rounds o f the D e lp h i q u e s tio n n a ire s in s u re s th e success o f t h is s tu d y . The f i r s t round o f t h is n a tio n a l D e lp h i w i l l fo llo w a f t e r t h is c o n firm in g l e t t e r o f i n v it a t io n in mid F e b ru a ry . Thank you f o r th e advance o f e d u c a tio n a l p la n n in g you a re making p o s s ib le and f o r th e v a lu a b le r e s u lts o f t h is stu d y w hich w i l l be a v a ila b le to you f o r yo u r in t e r e s t and use. R e s p e c tfu lly , D ian e N. B attun g 307 P A N E L O F E M IN E N C E M E M B E R A P P E N O IX T h e following leading brain m ind researchers-disseminators, 'selected o n the basis of (1) em inence a n d (2) diversity of specialization from the literature of the field, have b e e n requested to state o n the basis of their expertise five im plications of the brain m ind revolution for education. T h ese projections will form the basis of the Delphi poll. 1. D R . J O S E P H B O G E N R o s s L o o s Hospital, L o s Angeles 2. D R . B A R B A R A B R O W N Vetems Administration Hospital, L o s Angeles 3. M A R IL Y N F E R G U S O N Brain M ind Bulletin, L o s Angeles 4. O R . J E A N H O U S T O N Foundation for M ind Research, N e w York 5 . D R . P A U L M A C L E A N Laboratory of Brain Evolution a n d Behavior, 8ethesda 6. D R . K A R L P R IB R A M Departm ent of Psychology, Stanford University, Stanford 7 . D R . R O B E R T S A M P L E S Essentia, Boulder 8. D R . R O G E R S P E R R Y Departm ent of Biology, California Institute of Technology, P a sa d e n a 9. O R . C H A R L E S T A R T Departm ent of Psychology, University of California, D avis 10. D R . M E R L IN W IT T R O C K G raduate S chool of Education, University of California, L o s A ngeles 308 « * > £ ■ BRAIN RESEARCHERS-DISSEMINATCRS — T w e n ty -fiv e o f the fo llo w in g b ra in re s e a rc h e rs -d is s e m in a to rs , s e le c te d on the basis o f (1) re c e n t p ub lished b ra in re se arc h o r (b) re c e n t p ub lished b ra in d is s e m in a tio n m a te r ia l, w i l l be requested to p a r t ic ip a t e in a th ree -ro u n d D e lp h i concerning the im p lic a tio n s o f the b ra in mind re v o lu tio n fo r ed u ca tio n . 1. D r. James A u stin Departm ent o f N eurology, Columbia U n iv e r s ity , New Y ork 2. D r. Gregory Bateson .C u ltu re Learning I n s t it u t e , U n iv e r s ity o f H a w a ii, H aw aii Stens to an Ecology o f Mind Our Own Metaphor 3. D r. Joseph Bogen Department o f N eurosurgery, Ross Loos H o s p ita l, Los Angeles "Some E d u c a tio n a l Aspects o f Hem ispheric S p e c ia liz a tio n " "The O ther Side o f th e B ra in : I I . An A p p o s itio n a l Hind" 4. D r. Barbara 3rovn 3io fee d b ac k D iv is io n , V eterns A d m in is tra tio n H o s p ita l, Los Angeles New H in d . New 3oav Suoermind (in press) 5. D r. Jack C a n fie ld In s t it u t e fo r W h o lis tic E d ucation , Am herst, M assachusetts A Guide to Resources in H um anistic and T ranspersonal Education "E ducation in the New Age" 6. D r. Barbara C la rk Department of S p e c ia l E d u catio n , C a lifo r n ia S ta te U n iv e r s ity , Los Angeles 7. D r. B e tty Edwards Department o f A r t, C a lif o r n ia S ta te U n iv e r s ity , Long 3each Drawing in the R ig h t Side of the B rain an a 8 . M a r ily n F e r g u s o n Editor, Brain M ind Bulletin, Los Angeles The Brain Revolution The Aquarian Conspiracy (in press) 9. Dr. Jerry Fletcher H E W Education Office, Washington, D.C. 10. Dr. Michael G rady School of Education, St. Louis University, St. Louis Education an d the Brain 11. Dr. Michael Gazzaniga Department of Neurology , Cornell University Medical College, N e w York The Bissected Brain The Integrated M ind 12. Dr. Elmer Green Biofeedback Division, Menninger Clinic, K ansas 1.3. Dr. Donald H eb b 14. Dr. Allen Jerison Brain Research Institute, University of California, Los Angeles 15. Dr. Jean Houston Director, Foundation for M ind Research, N e w York Editor, D ro m en o n "You K n o w M ore than You Think" "Holoverse: The Ecology of Inner Space" 16. Dr. Joseph Kam iya Langley Porter Neuropsychiatric Institute, San Francisco _aid . . . ____ _ 17. D r. S tan ley K rip p er A s so ciatio n fo r Hum anistic Psychology, San Francisco J - * 0 0 D r. James McGaugh Department o f Psychobiology, U n iv e rs ity of C a lifo r n ia , Ir v in e "Neurobiology and the Future o f Education" 19. D r. .Terre Levy Department o f N eurology, U n iv e rs ity o f Chicago, Chicago "P sych o b io lo g icai Im p lic a tio n s o f B ila t e r a l Asymmetry" " L a te ra l Dominance and A e s th e tic P referen ce" 20. D r. Brenda M iln e r Department o f N eurology, U n iv e rs ity of M o n tre a l, M ontreal 21. D r. Paul McLean C h ie f, L ab orato ry o f B rain E v o lu tio n and B ehavior, Bethesda "A Mind of Three Minds: Educating the T riun e B rain" "The B ra in 's G eneration Gap: Some Human Im p lic a tio n s " 22. S h e lia O strander S u perlearn in g 23. Gustave Ozag D ire c to r, Language in New Dimensions, San Francisco 24. D r. Robert O rn stein L a n g le y -P o rte r N e u ro lo g ic a l I n s t it u t e , San Francisco The Psychology o f Consciousness " S p lit B rain and Whole B rain " 25. > D r. K a rl P rib ria m Department of Psychology, S tan fo rd U n iv e rs ity , S tan fo rd Languages o f th e B rain "N e u ro lo g ic al Notes on the A rt o f Educating" 311 • ^ - ..V, j 26. D r. Too Roberts Department o f Psychology, N o rth ern I l l i n o i s U n iv e rs ity 27. D r. Robert Samples D ire c to r, Essensa, Tiburon "Are You Teaching Only One Side o f the B rain?" The Metamorphic Mind 28. D r. Josephine Sands N a tio n a l In s t it u t e o f H e a lth , W ashington, D.C. 29. D r. L a rry Rouse Spectrum Research B iofeedback, Fresno 30. D r. Gary Schwartz Department o f Psychophysiology, Yale U n iv e rs ity 31. D r. Arnold Schieber I n s t it u t e fo r B rain Research, U n iv e rs ity o f C a lifo r n ia , Los Angeles 32. D r. Donald Shuster Department of Psychology, Iowa S ta te U n iv e rs ity , Ames E d ito r, Jou rn al fo r Suggested A ccelerated Learning Techniques 33. D r. Roger Sperry Department o f B io lo g y, C a lifo r n ia In s t it u t e o f Technology, Pasadena " L e ft B ra in , R ight B rain" "Hemisphere Deconnection and U n ity in Conscious Awareness" 34. D r. Charles T a rt Department of Psychology, U n iv e rs ity o f C a lifo r n ia , Davis - 31Z Sta te s o f Consciousness A lte re d S ta te s o f Consciousness 35. D r. E. Paul Torrance Department o f E d u c a tio n a l Psychology, U n iv e rs ity o f G eo rg ia, Athens E ducation and The C re a tiv e P o te n tia l C r e a tiv it v : I t s E d u c atio n al In to xica tio n s 313 APPENDIX 4: EDUCATOR SAMPLE INVITATION A. L e tter'^G fO n v i t a t i on (O fficial stationery) B. Panel of Eminence List (Tan color code) C. Potential Educator /Parti ci pants (Yellow color code) 314 ' SCHOOL OF EDUCATION D e p a r t m e n t o f I n s t r u c t i o n a l T e c h n o l o g y (2 1 3) 7 4 1 -6 2 6 3 February 4 , 1980 D r. R ichard Cooper Los Angeles U n ifie d School D i s t r ic t Area 5 644 West 17th S tre e t Los A ngeles, C a lifo r n ia 90015 Dear D r. Cooper, Because o f your e x p e rtis e and c o n trib u tio n s as a d is tin g u is h e d ed u cato r in Southern C a lif o r n ia , you are in v ite d to p a r t ic ip a t e in a much needed n a tio n a l D e lp h i study o f the im p lic a tio n s o f th e b ra in mind re v o lu tio n fo r ed u catio n in th e n ext tw enty y e a rs . TITLE OF THE STUDY Im p lic a tio n s o f th e B rain Mind R e v o lu tio n fo r E ducation 1980-2000: A D e lp h i In v e s tig a tio n o f th e Com parative P ersp ec tiv es o f M ajor B rain R esearchers-D issem in ato rs and P o te n tia l Education Im plem enters THE NEED FOR THIS STUDY 1. A s iz a b le in fo rm a tio n gap may e x is t between th e n e u ro lo g ic a l and ed u catio n communities 2. B rain mind developments may have im p o rtan t in flu e n c e s on the n atu re and methodology o f ed u catio n w ith in th e n ext tw enty years 3. D ialogue between the n e u ro lo g ic a l and education communities in terms o f e a rly communication on (a ) in fo rm a tio n th a t is being generated and (b ) in fo rm a tio n th a t may be implemented has im p o rta n t, m utual b e n e fits on both p ro fe s s io n a l and s o c ie ta l le v e ls PROCESS The D e lp h i process is a s o p h is tic a te d p o llin g d evice crea ted as a fu tu re s stu d ie s methodology. A D e lp h i study in v o lv e s a d iv e rs e group o f recognized experts in a n a ly zin g fu tu re p ro je c tio n s on a g iven to p ic from the b asis o f t h e ir own e x p e rtis e . The D e lp h i q u e s tio n n a ire is c irc u la te d s e v e ra l tim es among the p a rtic ip a n ts w ith feedback g iven each round on the m athem atical consensus and range o f o p in io n s , as w e ll as q u a lit a t iv e data fo r each item in the study. *ggUTH> UNIVERSITY OF SOUTHERN CALIFORNIA, UNIVERSITY PARK, LOS ANGELES, CALIFORNIA 90007 2 . A d is t in c t iv e fe a tu re o f a D elp h i study is i t s anonym ity. Although p a r tic ip a n ts may be acknowledged fo r t h e ir g en era l p a r t ic ip a t io n , no item o r response is ever id e n t if ie d w ith any in d iv id u a l. P a rtic ip a n ts are also requested not to co n fer w ith each o th e r concerning the study. This form at has been found to be v e ry su ccessfu l in av o id in g u n d e s ira b le communication dynamics such as pecking o rd e rs , bandwagons, e t c ., to achieve an open, in te r a c tiv e forum fo r th e e x p lo ra tio n o f fu tu r e -o rie n te d in fo rm a tio n . The p ro je c tio n s which form the body o f th is D e lp h i study have been p rovided by a te n -p e rs o n Panel o f Eminence re p re s e n tin g a d iv e r s it y o f v ie w p o in t w ith in the b ra in mind community. These panel members were s e le c te d on th e b asis o f (a ) n a tio n a l re c o g n itio n (b ) research and l i t e r a r y c o n trib u tio n s and (c ) p u b lic and p ro fe s s io n a l d is se m in a tio n e f f o r t s . Three rounds o f the D e lp h i process w i l l p ro v id e th e needed amount o f data to determ ine consensus o r a la c k o f i t on va rio u s p ro je c tio n s o f the b ra in mind re v o lu tio n fo r e d u ca tio n . D e ta il on why such consensus was or was not reached w i l l also be g en erated . An in te r e s tin g fe a tu re o f th e D e lp h i process is th a t feedback is g iven on each item from a p revious round b e fo re a new round begins . Your prompt re p ly and re tu rn m a ilin g in th is D e lp h i study over th e th re e rounds w i l l in s u re (1 ) th a t a maximum amount o f c r u c ia l data is inclu d ed in p ro cessing and (2 ) th a t a b r i e f , th re e -c o n s e c u tiv e month involvem ent accomplishes the s tu d y 's g o a ls . The m a ilin g form at o f each round's q u e s tio n n a ire achieves the needed exchange o f v e ry busy respondents w ith o u t the d i f f i c u l t y o f p h y s ic a lly m eeting. R esu lts o f th is D e lp h i study w i l l be summarized in the fo rm at o f d e s c rip tiv e scen ario s comparing the p ers p e c tiv e s o f b ra in mind re s e a rc h e rs - d issem inators and educators on the im p lic a tio n s o f the b ra in mind re v o lu tio n fo r ed u catio n w ith in th e n ext tw enty y e a rs . Both the s tu d y 's data and summary scenarios w i l l be d is tr ib u te d to p a rtic ip a n ts fo r t h e ir own use. PARTICIPANTS This study in v o lv e s ten em inent members o f the b ra in mind community who re p res en t a d iv e r s it y o f s p e c ia liz a tio n c o n trib u tin g a body o f p ro je c tio n s on th e im p lic a tio n s o f th e b ra in mind re v o lu tio n fo r ed u catio n w ith in the next tw enty y e a rs . T w e n ty -fiv e d is tin g u is h e d members o f th e b ra in mind community re p re s e n tin g th e b io lo g ic a l and b e h a v io ra l sciences w i l l respond to these p ro je c tio n s . T w e n ty -fiv e s e le c te d members o f th e ed u catio n community of Southern C a lifo r n ia re p re s e n tin g a range o f a d m in is tra tiv e and fie ld -b a s e d p o s itio n s w i l l als o respond to these p ro je c tio n s . THE BENEFITS OF THIS STUDY 1. Needed d ia lo g u e between the n e u ro lo g ic a l and ed u catio n communities 2 In te r n a l in tra g ro u p d ia lo g u e between the b io lo g ic a l and b e h a v io ra l s p e c ia lis ts o f th e n e u ro lo g ic a l community and between the a d m in is tra tiv e and fie ld -b a s e d s p e c ia lis ts o f th e ed u catio n community 3. D issem in atio n o f th e m u tu a lly re le v a n t p e rs p e c tiv e s o f two d iv e rs e p ro fess io n s in v o lv e d in th e process o f human le a rn in g and knowledge 4. S o c ie ta l b e n e fit in having e d u c a tio n a l p lann ers b e tte r inform ed o f a p o te n tia l hig h im pact area 5. A v a i l a b il i t y o f a l l re s u ltin g data to you as a p a r tic ip a n t fo r your own use 31 6 3 . TIME INVOLVEMENT IN THE STUDY' F ifte e n m inute response to th re e rounds o f the D elp h i 15 m inutes f i r s t D e lp h i round — February 15 minutes second D e lp h i round — mid March 15 m inutes th ir d D e lp h i round - - e a r ly A p ril T o ta l tim e over a th re e month p erio d = 45 minutes NATURE OF THIS STUDY The in v e s tig a to r o f th is stu d y, Diane N. B a ttu n g , has been in v o lv e d in n a tio n a l tea ch er tr a in in g programs in in n o v a tiv e areas o f edu catio n a t the U n iv e rs ity o f Southern C a lifo r n ia fo r the la s t seven y e a rs , and is c u rr e n tly a n a tio n a l c o n trib u tin g e d ito r fo r the World F utu re S o ciety Education N e w s le tte r, This study w i l l j o i n t l y serve as a d is s e r ta tio n and a probe o f th e advance data much needed in ed u catio n fo r p la n n in g and a d m in is tra tio n in an era o f change. A gain, your prompt response and re tu rn m a ilin g o f th e th re e rounds o f the D e lp h i q u e s tio n n a ire s insures the success o f th is study. The f i r s t round o f th is n a tio n a l D e lp h i w i l l fo llo w a f t e r th is co n firm ing l e t t e r o f in v it a t io n in mid F eb ru ary. Thank you fo r th e advance o f e d u c a tio n a l p lan n in g you are making p o s s ib le and f o r the v a lu a b le re s u lts o f th is study which w i l l be a v a ila b le to you fo r your in t e r e s t and use. R e s p e c tfu lly , Diane N. Battung 3-U PANEL OF EMINENCE M E M B E R APPENDIX T h e following leading brain m ind researchers-disseminators, selected o n the basis of (1) em inence a n d (2) diversity of specialization from the literature of the field, h ave b e e n requested to state on the basis of their expertise five im plications of the brain m ind revolution for education. T hese projections will form the basis of the Delphi poll. 1. D R . J O S E P H B O G E N R o s s L o o s Hospital, L o s Angeles 2. D R . B A R B A R A B R O W N Vetems Administration Hospital, Los Angeles 3 . M A R IL Y N F E R G U S O N Brain M ind Bulletin, L o s Angeles 4. O R . J E A N H O U S T O N Foundation for M ind Research, N e w York 5. D R . P A U L M A C L E A N Laboratory of Brain Evolution a n d 3ehavior, S ethesda 6. D R . K A R L P R IB R A M Departm ent of Psychology, Stanford University, Stanford 7. O R . R O B E R T S A M P L E S Essentia, Boulder 3. D R . R O G E R S P E R R Y D epartm ent of Biology, California Institute of Technology, P a sa d e n a 9. O R . C H A R L E S T A R T D epartm ent of Psychology, University of California, Davis 10. O R . M E R L IN W IT T R O C K G raduate S chool of Education, University of California, L o s Angeles ( P r e l i m i n a r y L i s t i n g ) P O TE N TIA L E D U C A T IO N IM P L E M E N T E R PA R TIC IPA N TS P O TEN TIA L E D U C A T IO N IM P L E M E N T E R S — Twenty-five of the following poten tia l education implementers, selected on the basis of (1) present education Involvement (2) diversity of education al positions in overall study (3) like lihood to complete the study, w ill be requested to participate in a three- round Delphi concerning the implica tions of the brain m ind revolution for education. The sample is limited to the geographical boundaries of Southern California 1. M R . L A W R E N C E A L P E R President, Association of Alternative Public School 2. M S . N A TA LIE M A B R O S E Chairperson, Mathematics Department, Immaculate Heart High School 3. D R . D A VID B R O W N Superintendent, Walnut Valley Unified School District 4. M S . A N N E B R E U T S C H Teacher, Area 2 Continuation High School 5. M S . R O Z C O O P E R M A N President, W o m e n For 6. M S . KR ISTEN D R U C X Z R Teacher, Culver City Junior High School 7. M S . J O Y C E D R A P E R Assistant Principal, Bell Senior High School 8. M R . A R T FRIER Chairperson, Com m ittee for Future Studies, L A U S D 9. D R . B E V E R L Y G A L Y E A N Director, Confluent Education Project, L A U S D 319 10. M S . C A R O L Y N H A U G E N Director of Curriculum, W alnut Valley Unified School District 11. D R . J E A N N E H O N Principal, Area H Alternative School, L A U S D 12. D R . M A D E L IN E H U N T E R Principal, University Elementary School 13. M S . S A D A E IW A T A K I Coordinator, Adult Education Program s, L A U S D 14. M S . JA E LLIN E J A P T E Teacher, Wintergarden Elementary School, Montebello Unified School District 15. M S . A N D R E A K IN G Watts Preschool, L A U S D 16. M R . V IN C E L A U R A Coordinator, Educational O pcions Program s, L A U S D 17. M S . L E N O R E M A N D E L Teacher, Carthy Center Elementary School, L A U S D 18. M S . T R U D E M A N D E L Teacher, Milligan Junior High School, L A U S D 21. M S . J O A N N E M O R R IS Coordinator, Am erican Indian Education C om m ission, L A U S D 22. M S . M A U R E E N M U R D O C K Teacher, Saint Augustine's B y the S e a Elementary School 19. M R . D U D L E Y M IL L E R C S U N Integration P rogram 20. M S . M A R IL Y N M IL L E R Educational Consultant, Arts 23. M S . C A T H E R IN E 0F L A N S Teacher, Evergreen Elementary School .320 24. M S . B A R B A R A O U T L A N D Reading Specialist, Moorpark College 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. M S . S H E L L E Y P E A R S O N Teacher, Kennedy Senior High School M S . C LA IR E P E N D R A Y Teacher, 9th Street Elementary School D R . G R E T A PRUITT Director of Curriculum, Area 5, L A U S D M S . K A T H L E E N B R O W N RICE School Board Mem ber, L A U S D M S . P E A R L S IR E S Teacher, Bridge Street Elementary School M R . S T E P H E N S L O A N Teacher, Hollywood High School, L A U S D D R . L E O N A R D S T E IN B E R G Department of Educational Counseling, California State University, Los Angeles D R . E D W A R D TEVLIN Teacher, Santa Monica Junior High School, Santa Monica School District D R . R IC H A R D C O O P E R Superintendent, Area 5, L A U S D D R . J O H N G O O D L A D Dean, Graduate School of Education, U C L A M S . T H E R E S A L O P E Z Student teacher, School of Education, U S C M R . S T A N L E Y OLIVIER Cpnsultant, Special Education Programs, L A U S D 2 2 1 APPENDIX 5: IMPLICATIONS OF THE BRAIN MIND REVOLUTION FO R EDUCATION 1980-2000 (Round One Booklet — Beige color code) A. Overview of the Delphi Process (O ffic ia l Stationery) B. Participant Perspective Sheet (Green color code) C. Additional Future Developments Sheet (Salmon color code) IMPLICATIONS OF THE BRAIN M IND REVOLUTION FOR EDUCATION 1980-2000: % A DELPHI PILOT INVESTIGATION OF THE COMPARATIVE PERSPECTIVES OF SELECTED BRAIN RESEARCHERS-DISSEMINATORS AND POTENTIAL EDUCATION IMPLEMENTERS 323 „ PLEASE SEE INSTRUCTIONS ON BA CK B R A IN B IO T E C H N O L O G Y 1. A U D IO B R A IN S T IM U L A T IO N Widespread use in educational settings o f audio frequencies such as music and 'white noise’ (low discrim ination, b ackground noise) correlated to the learner’s brain frequencies to assist learning. 2. A U T O N O M IC -P H Y S IC A L S Y S T E M C O N T R O L Presently inaccessible human capabilities such as the control o f the autonom ic system and the retardation o f aging will be taught in elementary and secondary school settings on the basis o f neurological knowledge. 3. B O D Y M O V E M E N T -B R A IN S T IM U L A T IO N Body movement w ill be extensively used as a neurological stimulus to facilitate creaaivity and extended duration of learning periods. 4. S T A T E O F C O N S C IO U S N E S S S E L E C T IO N The selection o f specific states o f consciousness matched w ith the nature of the learning content w ill be a major educational methodology. 5. S U B J E C T IV E T IM E USE Accelerated time production in learning new materials through the controlled subjective perception o f time w ill be a major educational methodology (i.e., 3 m onths o f m aterial in 3 hours). 6. L IM B IC , B R A IN S T E M , F R O N T A L L O B E IN F L U E N C E M uch more sophisticated understanding and use o f attention, arousal, and motivation in educational settings through expanded knowledge of the influence of the lim bic system, brain stem, and frontal lobes on these learning phenomena. 7. R E P E T IT IO N -R E IN F O R C E M E N T O B S O L E S C E N C E Replacement o f repetition and reinforcement as m ajor components in the learning process by sophisticated use o f novelty, events, and discrepent inform ation. * . N E W A P P R O A C H E S T O M E M O R Y Neurological discoveries that localized facilities o f the mind deal w ith the remembering o f distributed memory stores will cause education to acquire sophisticated new methodology on the process o f getting inform ation into memory and coding it in such a way that it is readily retrievable. 9. E N D O R P H IN S A N D E D U C A T IO N Increasing neurological discoveries about endorphins (n a tu ral chemicals in the b rain that influence specific responses) w ill cause a complete revision o f human addiction and its treatment w ith education gaining valuable new information on human m otivation and behavior changes involved in the learning process. 10. P E R S O N A L C O N T R O L O F L E A R N IN G A m ajor educational goal w ill be the development o f a learner's self-orchestration o f personal neurological facilities including: a. Self-control o f the secretion of endorphins (the n atu ra l chem icals o f the b rain effecting specific behavior) b. Self-selection o f specific states o f consciousness (hyper-alertness, deep relaxatio n , etc.) suited to the nature o f the educational material to be learned. c. Self-regulation o f the degree o f focus o f attention by self-control o f various localized areas o f the brain. 11. M IN D -B O D Y C O N T R O L Public education will place prim ary importance on a student’s acquisition o f personal m ind-body control through methodology resulting from neurological research breakthroughs. 12. E C O N O M IC IN F L U E N C E S O N B IO T E C H N O L O G Y Current and increasing economic pressures w ill foster increasing recognition and use of the biotechnology o f the human brain in educational settings versus the current use of educational hardware. B R A IN M O D E L U S E 13. B R A IN A S A M O D E L B U IL D E R M uch more sophisticated attention in educational settings w ill be given to individual belief, attention, and personal encoding systems o f learners based on greater understanding o f the brain as a model builder of perceived reality. 324 CLEAR IM P O R TA N C E RESPONSE L ri C\J C 0 < 1 := a S £ No Importance Little Importance Somewhat Important Important Very Important PLEASE SEE INSTRUCTIONS ON BA CK 14. H O L O G R A P H IC B R A IN -H O L O G R A P H IC U N IV E R S E Societal recognition o f the principle o f holography in both the organization o f the brain and the physical universe will provide education with a unified, philosophical rationale for holistic education and the radical changes in current methodology and curriculum that such a rationale necessitates. 15. C O M P U T E R A N D IN F O R M A T IO N P R O C E S S IN G M O D E L S Computer and inform ation processing models w ill be of great value in providing educational methodology with a basis for how to code the retrieval mechanisms o f memory. 16. N E U R O L O G IC A L L Y -B A S E D IN D IV ID U A L IZ A T IO N Acceptance o f individualization of the learning process and consequent variety in instructional design in public school settings will result from detailed inform ation on the attentional and organizational cognitive processes of the brain. 17. N E U R O L O G IC A L L Y -IN F L U E N C E D C U R R IC U L U M A N D M E T H O D O L O G Y Increasing neurological evidence of the varieties in brain organization w ill influence a much greater variety of curriculum design and methodology in public school settings. 18. N E U R O L O G IC A L L Y -IN F L U E N C E D T E S T IN G D E S IG N S Increasing neurological evidence o f the varieties in brain organization w ill influence a much greater variety of testing designs beyond the dominant linear print format currently in use. 19. N E U R O L O G IC A L IN F L U E N C E F R O M C O N T E N T T O C O N T E X T Increasing neurological evidence o f the varieties in brain organization w ill dram atically shift the current focus of education from specific content to the lifelong process o f learning how to learn in a wide variety o f contexts. 20. T R IU N E B R A IN L E A R N IN G IN F L U E N C E S Widespread recognition o f the differences of structure, chemistry, time sense, and intelligence formats o f the three-in-one layers of the human triune brain (reptilian brain layer o f repetition a n d im itatio n , m am m alian b rain o f em otions and sensing, the neocortex o f abstraction and verbal language) w ill provide education with a more sophisticated methodology of motivation and tim ing in the learning process. 21. N O N V E R B A L B R A IN IN T E R C O M M U N IC A T IO N S Y S T E M S Expanded knowledge o f the nonverbal intercommunication systems that exist between the three m ajor layers o f the human triune brain (see #20) w ill cause sophisticated nonverbal communication instruction to acquire a new importance in education. PRO FESSIO N AL T R A IN IN G 22. N E U R O L O G Y A N D N E U R O P S Y C H O L O G Y T R A IN IN G Extensive training o f educational personnel in neurology and neuropsychology. 23. E X P E R IE N C E A P P R E N T IC E S H IP S IN L E A R N IN G -H O W -T O -L E A R N Professional entrance requirements o f an educator w ill include highly sophisticated training in brain mind developments combined with personal experience apprenticeships in the processes o f learning-how-to-learn. 24. L E A R N IN G -H O W -T O -L E A R N B O A R D TE S T S Professional requirements of a practicing educator w ill include highly sophisticated training in brain mind developments combined with periodic board level tests in on-going self-learning how -to-leam involvements. 25. T E L E P A T H IC A N D P A R A P S Y C H O L O G IC A L A B IL IT IE S T R A IN IN G Professional educators’ training w ill include the development of telepathic and parapsychological abilities in order to enhance a teacher’s ability to sense the emotional and cognitive states of the learner and adapt methodology accordingly. 26. E F F E C T S O F P A R A P S Y C H O L O G IC A L T E A C H E R T R A IN IN G The increased effectiveness o f communication and teaching resulting from parapsychological teacher training will result in sizable gains in students’ learning abilities. LE A R N IN G D R U G S 27. C H E M IC A L IN C R E A S E O F IN T E L L IG E N C E Chemical substances biologically identified in the brain and known to influence specific responses w ill be commonly used in educational settings to increase intelligence. 28. U S E O F A N X IE T Y -R E L IE V IN G D R U G S Anxiety-relieving drugs w ill be used to enhance learning as a standard educational procedure in educational settings. CLEAR IM P O R TA N C E RESPONSE % I N o Importance Little Importance Somewhat Important Important Very Important (/) i — 2 ul 2 2 O O 2 c n u l ,327 PLEASE SEE INSTRUCTIONS ON BA CK 29. L E G A L A N D IL L E G A L D R U G S The coordination o f sanctioned learning drugs used in educational settings with epidemic-level illegal drug use by students o f all ages w ill be a m ajor public education controversy. 30. L E A R N IN G D R U G O B S O L E S C E N C E Neurological detailing o f state specific team ing (see 10B ) will make drug enhancement o f learning obsolete. B R A IN S T Y L E S -L E A R N IN G S T Y L E S 31. M U L T IM O D A L L E A R N IN G M ultim odal learning based on neurological knowledge w ill be a major educational methodology whereby a learner’s prim ary cognitive style (visual, audial, tactile, etc.) is stimulated and intensified for the resulting development of alternative learning styles, (i.e ., A dom in antly visual learn er’s visualization abilities are h ig hly developed an d then used as the means o f developing h is j her ad d itio n al audial. tactile, etc. abilities) 32. M U L T IS E N S O R Y D E L IV E R Y S Y S T E M S Multisensory delivery systems o f learning (kinesthetic. visual, audial, o lfactory, etc.) based on neurologically identified learning styles w ill be extensively used in educational settings. J M J S C E L L A N E O V S 33. E D U C A T IO N A L R E S E A R C H The study o f the mental processes o f learners, neurological development, and individual differences w ill be the primary foci of educational research. 34. N E U R O L O G IC A L L Y -IN F L U E N C E D E D U C A T IO N A L L E G IS L A T U R E Because o f increased knowledge of neurological functions, m andatory birth center education legislation w ill be enacted. 35. D E V E L O P M E N T A L C O N T R O L Environmental! and nutritional stimuli will be extensively used in combination to influence brain tissue and cell growth for increased intelligence from conception through early childhood. 36. A D O L E S C E N T B R A IN G R O W T H New evidence confirming the relationship between adolescent hormonal changes and the stimulation of the limbic- prefrontal cortex circuitry w ill cause educators to give adolescent education the same importance for developmental leaps as early childhood education. 37. D E V E L O P M E N T A L B R A IN E D U C A T IO N Widespread use in educational settings o f timed correspondance o f instructional intervention with the physical growth and development stages o f the brain. 38. N E U R O L O G IC A L L Y -IN F L U E N C E D L E A R N IN G E N V IR O N M E N T S Educational learning environments w ill be designed to be much more inform ation-rich and stimulus-saturated based on expanded neurological knowledge. 39. C U L T U R A L -N E U R O L O G IC A L E D U C A T IO N Cross-cultural neurological surveys o f human potential (26 senses o f the A u stralian A n m ti, acute visualization o fth e A r t ic Eskimos, linear-analytic perception o f A nglo-E uropeans, etc.) w ill cause education to increasingly serve a cultural smorgasbord function whereby learners acquire additional neurological capacities not initially cultivated in their native culture. 40. T E A C H IN G -L E A R N IN G N E U R A L S Y N C H R O N IC IT Y Widespread acceptance o f thinking as resident neural ‘music’ will create a totally different image o f education wherein teaching and learning are exercises to achieve harmony in neural energy patterns. 41. E X T E N S IO N O F P S Y C H O L O G IC A L P A R A M E T E R S The term, parapsychology, will be obsolete with societal acceptance that everything the mind can do is normal so that within twenty years there w ill be curricular legitimatization o f dreaming, dega vu, prescience, precognition, and telekinesis in public schools. 42., E D U C A T IO N A N D R E L IG IO N Education w ill play the m ajor healing role in the societal controversy that w ill ensue with the development of the technology (i.e., psychological, drug, and biofeedback) enabling individuals to induce at w ill mystical-transpersonal experiences with resulting changes in values amid extreme opposition from conventional religious groups. C L E A R IM P O R TA N C E RESPONSE C T > ' CM 0 0 No Importance Little Importance Somewhat Important Important Very Important ROUND ONE: FUTURE DEVELOPMENTS RESPONSE FORM DIRECTIONS Given the interdisciplinary nature of this Delphi study where two diverse professions are in communication, the goal of this first round is clarity of the data. Therefore, you are asked to 1. Review the future developments indicating whether each statement is clear and adding any clarifying comments. 2. Rate each future development in terms of its importance to education. 3. Select those developments which you feel qualified to answer. You are encouraged to choose as many of the developments as possible. You have been selected to this study on the basis of your own expertise. You are not being asked to predict the future, but rather to speculate about what is likely to happen on the basis of your knowledge and judgement. Please select at least 20 developments for response in later rounds. NOTE: Your response will result in a PERSONALIZED Delphi questionnaire for rounds two and three in that your questionnaire will consequently contain only those projections you have selected plus any new projections added by you and the other participants during this first round. Please return this form within 3 days o f receipt to speed the processing for round two in March using the enclosed pre-addressed, stamped envelope to Diane N. Battung 968 Tularosa Drive #1 Los Angeles, California 90026 213-663-1057 Please feel free to call if you would like further information or assistance. SCHO O L O F E D U C A T IO N D e p a r t m e n t o f I n s t r u c t i o n a l T e c h n o l o c t ( 2 1 3 ) 741-6263 INTRODUCTION THIS NATIONAL DELPHI STUDY ON THE IMPLICATIONS OF THE BRAIN MIND REVOLUTION FOR EDUCATION WITHIN THE NEXT TWENTY YEARS INVOLVES A DIVERSE CROUP OF EXPERTS IN ANALYZ ING A SERIES OF PROJECTIONS CONCERNING THE BRAIN MIND REVOLUTION AMD EDUCATION MADE BY A DISTINGUISHED PANEL. BECAUSE OF THE INTERDISCIPLINARY NATURE OF THIS STUDY IN WHICH BRAIN MIND RE- SEARCHERS-DISSEMINATORS AND EDUCATORS ARE IN DIALOGUE WITH EACH OTHER, THERE IS A NEED FOR THE LANGUAGE OF THE PROJECTIONS OF THIS STUDY TO BE CLEAR TO BOTH PROFES SIONS TO FACILITATE THE LATER TIMELINE AND PROBABILITY ESTIMATES OF THE STUDY. THEREFORE, IN THE THREE ROUNDS OF THIS DELPHI STUDY, THE FIRST WILL FOCUS ON CLARIFYING THE ITEMS TO BE EVALUATED.AND THE LAST TWO ROUNDS WILL INVOLVE ANALYSIS. ROUND ONE: FEBRUARY IN ORDER TO INSURE THE QUALITY OF THIS INTERDISCIPLINARY STUDY, IT IS VITAL THAT THE LANGUAGE OF THE DELPHI PROJECTIONS BE CLEAR TO MEMBERS OF BOTH THE BRAIN MIND AND EDUCATION COM4UNITIZS. THE FIRST SOUND OF THIS DELPHI WILL FOCUS ON THE GOAL OF CLEAR, UNDERSTANDABLE STATEMENTS OF THE STUDY'S PROJECTIONS. PARTICIPANTS WILL BE ASKED TO COMPLETE THREE TASKS DURING THIS INITIAL ROUND: 1. INDICATE WHETHER EACH STATEMENT IN THE DELPHI STUDY IS CLEAR 2. RATE EACH STATEMENT IN TERMS OF ITS IMPORTANCE TO EDUCATION 3. SELECT THOSE STATEMENTS WHICH YOU FEEL QUALIFIED TO ANSWER YOUR RESPONSES IN THIS FIRST ROUND OF THE DELPHI WILL CLARIFY THE CONTENT OF THIS STUDY. ADDITIONALLY, YOUR TIME INVOLVEMENT IN THE SECOND ROUND OF THE DELPHI WILL BE FACILITATED BECAUSE YOU WILL NOW BE FAMILAR WITH THE CONTENT. FINALLY. YOUR RESPONSES WILL RESULT IN THE PERSONALIZATION OF THIS DELPHI STUDY IN THAT YOU WILL RECEIVE AN INDIVIDUALIZED DELPHI QUESTIONNAIRE CONTAINING THE PROJECTIONS WHICH YOU SELECTED FOR RESPONSE IN ROUNDS TWO AND THREE. ROUND TWO: MARCH WITH THE CLARITY OF THE STUDY'S PROJECTIONS ACCOMPLISHED THROUGH THE RESPONSES IN ROUND ONE, THE SECOND ROUND OF THE DELPHI WILL ASK YOU TO RESPOND TO THE PROJEC TIONS YOU HAVE SELECTED IN TERMS OF (A) TIMELINE AND (B) PROBABILITY OF OCCURRENCE. ROUND THREE: APRIL INFORMATION FROM THE SECOND ROUND TIMELINES AND PROBABILITY ESTIMATES OBTAINED FROM THE ENTIRE NATIONAL NETWORK OF PARTICIPANTS WILL BE INCLUDED IN THE THIRD ROUND OF THE DELPHI. YOU WILL THEN BE ASKED TO RE-ESTIMATE YOUR TIMELINE AND PROBABILITY ESTIMATES. THIS THIRD ROUND OF THE DELPHI WILL INDICATE IF ANY DEGREE OF CONSENSUS OF OPINION CAN BE REACHED ON THE VARIOUS PROJECTIONS OF THE STUDY. RESULTS OF THE BELPSI: MAY YOU WILL RECEIVE BOTH THE DATA AND DESCRIPTIVE SUMMARIES OF THE DELPHI STUDY IN MAY IN APPRECIATION FOR YOUR CONTRIBUTION TO THE STUDY. UNIVERSITY OF SOUTHERN CALIFORNIA, UNIVERSITY PARK, LOS ANGELES, CALIFORNIA 90007 331 . OVERVIEW OF THE DELPHI PROCESS C O D E N U M B E R P A R T IC IP A N T P E R S P E C T IV E S H E E T D IR E C T IO N S T h e strength of a Delphi study lies in its tapping of experts w h o represent a diversity of viewpoints. In order that this study can provide useful comparative perspectives in addition to basic data, you are requested to com plete the following i terns. This form will provide the background information to generate interesting cross group a n d intra group information useful for the interdisciplinary nature of the brain m ind field." This comparative perspective information will b e available to you in the results of the study This form will b e filled-out only once during this firs t round of the study. Please com plete e a ch item 1-9. item 1 0 is optional. C U R R E N T P O S IT IO N A N D TITLE: P L E A S E C H E C K W H IC H IN T R A G R O U P IN G Y O U R E P R E S E N T W IT H IN Y O U R M A J O R F IE L D Brain M ind R esearcher Behavioral Sciences Biological Sciences Educator Administration Field-based (Direct w ork with learners Brain M ind Disseminator Major Dissemination M edia Com bination Behavioral a n d Biological Other Com bination Administration/Field B a s e d Other 3. A G E 0-20 41-50 21-30 51-60 31-40 6 0 + 4. M A J O R S IT E O F Y O U R P R O F E S S IO N A L E D U C A T IO N 5. N U M B E R O F Y E A R S IN P R O F E S S IO N A L A R E A Brain M ind R esearcher N u m b e r of *ears Educator Brain M ind Disseminator 6. S E L F R A T IN G O F Y O U R K N O W L E D G E O F B R A IN M IN D IN F O R M A T IO N 1 2 3 ____________ V ery com prehensive - C om prehensive Informed 7. S E L F R A T IN G O F Y O U R K N O W L E D G E O F E D U C A T IO N IN F O R M A T IO N 1 __ Very com prehensive C om prehensive Inform ed 4 __ Limited 4 Limited U ninform ed N o information U ninform ed 22Z 8. S O U R C E S W H E R E Y O U HAVE GAINED BRAIN MIND K N O W LE D G E (Mark a §1 by your primary source of knowledge and a check by any other contributing source. Then rate the amount.) L it t le ________ Some_________ Extensive_______ General reading_________________ _____ _____ Professional reading____________ _____ _____ Professional experience _____ _____ _____ Professional peers _____ _____ _____ Professional organizations _____ _____ _____ Coursework/seminars_____________ _____ _____ Media______________________ _____ _____ _____ Friends_______________ ____ ____ ____ • Fami ly members ..__________ _____ _____ _____ Other ________________________________________________ 9. S O U R C E S W H E R E Y O U H A V E G A IN E D E D U C A T IO N /K N O W L E D G E (Mark a ft 1 by your primary source of knowledge and a check by any other contributing source. Then rate the amount.) Little______ S o m e _______ Extensive_____ G eneral reading_____________ ____ ____ Professional reading ____ ____ ____ Professional experience ____ ____ ____ Professional peers______ ____ ____ ____ Professional organizations ____ ____ ____ Coursework/sem inars__________ ____ ____ M edia________________ ____ ____ ____ Friends_______________ ____ ____ ____ Family m e m b e rs_________ ____ ____ ____ Other____________________________________ ______ C O M M E N T S : (Please return with your questionnaire) C o d e H um ber A D D ITIO N A L F U T U R E D E V E L O P M E N T S S H E E T O n the basis of your expertise, you m ay recognize an important aspect of the brain mind revolution and its impli cations for education that has not been included in the presented projections. If so, please include your future dev- elopment(s) being sure to state i t as clearly as possible and relating the development to education T0Pic ' F U T U R E D E V E L O P M E N T ' • 1. 1. (Please use other side i f needed and return with questionnaire.) ' 334 APPENDIX 6 : INDIVIDUALIZED RO UND TW O DELPHI FO R M S (Computer Print Out) A. Identifying Graphic Cover (Green color code) B. Round Two Directions (Green color code) C. Schedule (Salmon color code) D. Comparative Importance Rankings of Developments 1-45 (Orange color code) E. Participant Contributed Develop ments 46-42 (Beige color code) J|M (I I (•'"AN A11(1 |ll H 9AIN S I I "Ml. A I I IN ♦ I PF SPOT All IlSt: I r I T Due / I I IlNAL S t I l l N O S OF ANN I 11 F P F U d t U C I t S SUCH AS MUhlC AMI. ' * M l l F Full S t ' I L H * I < I SC •» I M I M A T I l.lf I • HACK- OPUUNI) MnlS l > C.UPMT L Al E O III TMF I t A M H I I ' i H I M IH F U m U t N C IF .b 1C A S S I S I LF AW| 11 | H. . C i m n - j'i s : ♦ llr 'II "A IDt SC HI AM" . CM U *• l> I SCO | M | N A I I NIi" . I d ) ♦ AMITE fill I St l b AN I IMF A M 1 1 - AH 1 1 : 0 P III ME . I t ) ♦ SNNOE S 1 I Vt - A t t F L I H A I fcll L F A O U I mG TFCHMIUUFS I S A I . l ) IS AM I M PI IO I AMI CMIJT •’ I I'M 1 I CM ll' I H | S . ( E ) ♦ I I I 'K . H l OF *FLL I d I rill IC AIF m i l l i E H UP NUT TH IS TECH- M I (il >6 IS F_APIilt.li »U OF Mliwt F F F E C IIV F IN S P E C IF IC P l S - c i p i i ur s i L iA t'M iu o r un m u i c h i - l f . f i u w a i n , e i c . io> ♦ "( UPOFL A IF 11 ** IS CUNFCS INC . I F ) ♦ MUSIC I S Mm 1 A F l H O u F U C V . Ill i|i i s N H I S E . I d ) d I Ml.Id) I CALL y II I l> I CCLdUS . III1 A. I; AWL If Sl mate UF NSF I t X PL UP A 11 JO y USE III 10% IIP LESS UF SCMIIML ST S I CMS I I I 1 1 |OHi).hS 1 9 * 0 - 9 0 1 9 9 1 - 9 5 1 1 9 9 0 - 2 0 0 0 1 1 L A 1 F P 1 1 ME VEP P O U H A P IL I IV UF UCCUPAMCF A 1 TH IN 1 I 1 1 1 1 I M I S 0 A 1L S 1 1 1 1 1 10 % H i m Jl)% 4 0% 50% 0 0 % 70 % H O i ' i n * 100 % CI.IMMfc M S I I h . a I d f s p p e a p use n A ii i a c c e p t f p ust m ?>••% up m m t u f SCHilUL S Y S lE F S ) 1 1 1 1 1 9 8 0 - 8 5 1 9 8 0 - 9 0 1 9 9 1 - 9 5 1 1 99h-20l»<» 1 1 L A ie o 1 1 Mb VEP PO11HA0 I L 1 1 ( OF PC C UP A ML E « 1 TH I M 1 1 1 i 1 1 m i s pa it:: 1 1 1 1 1 1 0 % ? o % 3c% a o % s o x c o % 7 o% n o * s o x i o o % C U M M f UTSS 225. ROUND 2 IMPLICATIONS OF THE BRAIN MIND REVOLUTION FOR EDUCATION 1980-2000: % A DELPHI PILOT INVESTIGATION OF THE COMPARATIVE PERSPECTIVES OF SELECTED BRA?H RE3EARCHERS-DISSEMINATORS AND POTENTIAL EDUCATION IMPLEMENTERS ______________________________ _ _ _______________, __________________ 337. THIS N A TIO N A L D E LP H I Q U E S TIO N N A IR E H A S B E E N P E R S O N A L L Y G E N E R A T E D F O R Y O U B Y C O M P U T E R P R O C E S S IN G A C C O R D IN G T O Y O U R S E LE C TIO N S IN R O U N D O N E . DIRECTIONS — ROUND TWO ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ACKNOWLEDGEMENT Thank you for your important contribution in responding to the first round of this national study on the implications of the brain mind revolution for education. Response and interest in the study have been very high. Your prompt return of the initial questionnaire has made it possible for this se cond round to occur on schedule. PROCEDURE This second round of the Delphi can be answered in,much less time than the first as you are now familiar with the items and have probably.selected to answer only a portion of the original forty-two items. In this round you are asked to estimate TIMELINE, PROBABILITY OF OCCURRENCE, and add any relevant COMMENTS for each future development you selected. TIMELINE — A. EARLIEST DATE OF USE B. WIDESPREAD USE DATE . You are asked to first estimate the EARLIEST DATE OF USE (the date when a future development will be in exploratory use in 10% or less of school systems around the country). Here you are to indicate your choice by checking one time span among four 4-5 year periods or a category of "later" or "never". Next, you are asked to estimate the WIDESPREAD USE DATE (the date when a future development will be in accepted use in 50% or more of school systems around the country). Again, you are to indicate your choice by checking one time span among four 4-5 year periods or a category of "later" or "never". PROBABILITY OF OCCURENCE In order to indicate the confidence you have in your timeline estimate, you are asked to check the percent of probability you feel exists that a given future development will occur in the timeline you selected. Your choice is from 10% to 100%. 10% indicates a very low probability of occurrence during the timeline while 100% indicates certainty. j COMMENTS 1 There is also a space immediately below your timeline and prob- ■ ability estimates for any comments you may want to add. You j ( will notice on the right-hand side of each future development J this round that there is a series of comments from participants | in round one. Without violating the anonymous nature of a Del- J phi study and in keeping with the interdisciplinary nature of j the respondents, each comment is marked with an initial in | parentheses to indicate the disciplinary source. Thus, (B) j following a comment indicates its source from a brain mind j researcher-disseminator while (E) indicates an educator. I | ADDITIONAL PROJECTIONS I | The enclosed beige sheets contain a series of projections added j by study participants. You are asked to rate their clarity and impor- | tance, and to indicate any that you choose for response in round three You have no obligation to include these additional projections. They are of value to the study however. If you do include any of them, these projections will be included in your round three questionnaire. I I | ROUND THREE (Refer to SCHEDULE) I J You are asked to return this second round of the Delphi within j three days of receipt in order that all computer processing of this | round's data can be completed by mid April. Your prompt return in- i sures that this will happen. On April 16, the final found will be j mailed. During this this third round, you will receive the timeline j and probability estimates of round two and will be asked to re-esti- j mate your projections on the basis of this data. All data from this | final round will be analyzed by the end of April. You will receive | the results of the study in May. * * * C O S C H E D U L E O V E R V IE W Because of the importance and time commitments of participants in this national Delphi, the study has been designed for a minimum three round- three month involvement. Timelines are very important in order that the study can deliver the. maximum information intended in the minimum time. Your cooperation is essential. The following quick reference chart is offered to facilitate participation. R O U N D P U R P O S E MAILED O U T R E T U R N D EAD LIN E TOO 1. REVIEW SELF-SELECTED FUTURE DEVELOPMENTS AND PARTICIPANT COMMENTS WITHIN THREE DAYS OF RECEIPT 2. SELECT TIMELINE MONDAY, MARCH 31 Note : FINAL COMPUTER ANALYSIS OF DATA 3. SELECT PROBABILITY OF OCCURENCE ON MONDAY, APRIL 14 R O U N D P U R P O S E M AILED O U T R E T U R N D EAD LIN E THREE 1. REVIEW TIMELINE AND PROBABILITY RESPONSES OF SELF-SELECTED FUTURE DEVELOPMENTS MADE BY OTHER PARTI CIPANTS WEDNESDAY, APRIL 16 WITHIN THREE DAYS OF RECEIPT 2. RE-ESTIMATE TIMELINE Note: FINAL COMPUTER ANALYSIS OF DATA ON WEDNESDAY, APRIL 30; END OF 3. RE-ESTIMATE PROBABILITY STUDY FUNDING R E S U LT S M AILED O U T WEDNESDAY, MAY 30 '3 " op c o m p a r a tiv e im p o r t a n c e r a n k i m ; o r h >w r e u e v e w p m e n t s O VERVIEW F o r y o u r I n t e r v a l a n d t h e p u rp o s e s o f t h i s s t u d y , a c o m p a r a t iv e im p o r ta n c e r a n k in g i s g i v e n b e lo w o f t h e m a jo r f o r t y - t w o f u t u r e d e v e lo p m e n t s in c lu d e d i n t h i s n a t i o n a l D e lp h i o n t h e i m p l i c a t i o n s o f t h e b r a i n m in d r e v o l u t i o n f o r e d u c a t i o n . T h e d e v e lo p m e n ts a r e l i s t e d i n r a n k o r d e r w i t h t h e f i r s t l i s t i n g l ia v in y t h e h i y h e s t im p o r t a n c e . URA1 N RESEARCHERS D IS S E M 1 «7> TORS EDUCATORS I . PERSONAE CONTROL O F LEARN IN G - LO C A LIZ E O AREAS O F THE D R A IN I . NEUROLOGICAL IN FLU E N C E FROM CONTENT I V CONTEXT 2 . N E U R O IO G IC A I.L Y -B A S E D IN U IV ID U A L l £ A T I UN 2 . B R A IN AS MODEL B U ILDER J . NEUROL IG IC A L L Y -IN F L U E N C E U C U R ItlC U II/M AN I) M ETHOUOUklY J . M U LTI SENSORY D E LIV E R Y SYSTEMS 4. NEUltO UJGICA L IN FLU EN C E ERUN CONTENT I V CONTEXT 4. NEW APPROACHES TO MEMORY 5 . D R A IN AS MOREL DUILIJEH 5 . M ULTIMODAL LEARNING 6 . EIHICA T 1 ON A L RES EAIU II 6 . EX PER IENC E A P P R E N T IC E S H IP S IN LE ARN tNG -R O W -TO -LE ARN 7 . N E U R O U 1G IC A LLY -1NELUENCEU T E S T IN G DESIG N S 7 . NE U R O IO G IC A LLY-B A SED IN D IV ID U A L IZ A T IO N 0 . PERSONAL CONTROL O f LEARN IN G - S P E C IF IC STATES O F CONSCIOUSNESS 0 . BUOY MOVEMENT-BRA IN S T IM U L A T IO N 9 . DEVELOPMENTAL DR A IN EDUCATION 9 . NEUROIXXt 1 C A I.L Y -1 NFLUENCED CURRICULUM AND NETHODOLOGY 1 0 . N E U R O LO G IC A I.LY -IN FLU E N C E D LEARN IN G ENVIRONMENTS 1 0 . DEVEW PM ENTA L CONTROL 1 1 . E X PER IE N C E A P P R E N T IC E S H IP S IN L E A R N IN G -IIO W -ltJ-LE A R N 1 1 . ADOLESCENT B R A IN GROWTH 1 2 . STATES O F CONSCIOUSNESS S E LE C TIO N 1 2 . U E P E T IT IO N -R E IN F O R C E M E N T OBSOLESCENCE 1 1 . DEVELOPMENTAL CONTROL 1 1 . N E U N O U X ;IC A I.L Y -I NFLUENCED l.EARN INC. ENVIRONMENTS 1 4 . CULTORAL NEUROLOGICAL EDOCATION 14. N EIIRO U )G I CALLY - IN FLU EN C ED f.VS'/'J NO DES1GNS 1 5 . BODY M O V EH E N T-IIU A IN S T IM U L A T IO N 1 5 . S U B JE C TIV E T IM E USE 1 6 . R E P E T IT IO N -IIE IR tU R C E M E N T OBSOLESCENCE 1 0 . EEFECTS O F PARAPSYCIKUOG ICAI. TEACHER T R A IN IN G 1 7 . M ULTIMODAL LEARNING 1 7 . NEUROLOGY AND NFUROPSYCIIOUhlY T R A IN IN G 1 0 . M ULTISENSORY D E LIV E R Y SYSTEMS I B . F IV C A T IO N A L RESEARCH 1 9 . i i o i / h ; r a p h i c i i r a i n - h o l o g r a p h ic u n i v e r s e 19. ENDORPHIN'; AND EDUCATION 2 0 . ENDORPHINS AND EDUCATION 2 0 . PERSt*NAL CONTROL O F LEARNING - LO C A LIZ E D AREAS O F THE BR AIN 2 1 . M IN D BODY CONTROL 2 1 . LEARN1N G -H O W -TO -LEA R N - TESTS 2 2 . COMPUTER AND IN tU R N A T IO N PROCESSING MODELS 2 2 . PERSONAL CONTROL O F LEARNING - S P E C IF IC STATES O F CONSCIOUSNESS 2 1 . NEW APPROACHES I V MEMORY 2 1 . AU D IO B R A IN S T IM U L A T IO N 2 4 . ECONOMIC INFLU EN CES ON B IO TEC IIN O U IG Y 2 4 . T R IU N E B R A IN LEARNING INFLU EN CES 2 5 . NONVERBAL DR A IN IN T I.M X JH H IIN IC A T IO N SYSTEMS 2 5 . U E VE Ij OPMENTAL B R A IN EDUCATION 2 6 . NEDHOIj OGY AND NEHHOFSYt'liGLuGY T R A IN IN G 2 6 . A U IV N O H IC -P IIY S IC A L SYSTEM CONTROL 2 / . PERSONAL CONTROL O F LEARNING - ENDORPHINS 2 7 . M IN D -B O D Y CONTROL 2 0 . L IM B IC , BR AIN STEM , FRONTAL U1HE IN FLU EN C E 2 0 . STATE O F CONSCIOUSNESS S E LE C TIO N 2 9 . ADOLESCENT BR AIN GROWTH 2 9 . TE L E P A T H IC AND PABAPSYCBOU/G ICAL A B IL IT IE S T R A IN IN G 10. EDUCATION AND O F F IC IO N .10. C H L T U H M .-N E U R O L IG IC A L EIX IC A TIO N 11. A llT O N O M IC -P IIY S lC A I. SYSTEM CONTROL 11 . COMPUTER AND IN tO H M A T iO N PROCESSING MODE I S J 2 . S U B JE C T IV E T IM E USE 12. NONVERBAL B R A IN INTERCO M M UNICATIO N SYSTENS J 1. EX TEN SIO N O F PSYCUOUH. IC A I. PARAMETERS 11. PERSONAL CONTROL O F LEARNING - ENIXHtPHINS J 4 . l.EARN 1NG -IIOW - 'IV -L E A R N TESTS 1 4 . IIO U k .R A P IIIC BRA IN -H O LO G R A PH IC U N IV ER SE J S . T R IU N E B R A IN LEARN IN G IN FLU EN C ES 15. ECONOMIC IN F W E N C E S ON BIO TEC HNO UIG Y J 6 . LEARNING DRUG UUSOLESCENCE J6 1 7 . A U D IO it/M JW S T IM U IA T IO N ) 7 )8 TE LE P A TH IC AND PARAPSYCIIOUOGICAL A IIE L I T IE S )« J9 LEGAL AND IL L E G A L DRUGS JV 4 0 EFFECTS O F PAUAPSYl IIO IH G IC A L TEACHER TH A IN IN C . 40 41 T F A C IIIN l.-L E A H N IN G NEURAL SY N C H H O N IC ITY 41 4 2 . CHEM ICAL INCREASE O F IN T E L L IG E N C E 42 4 1 . O i-'K OK A N X IE T Y -R E L IE V IN G DRUGS 4J 44 N E IW X i IC A I.L Y - I NFLUENCED ED UCATIONAL L E G IS tA T W N 44 4‘ j. (Du le luJ 0ID) 45 EXTEN SIO N O f PS YC H O IO G IC A L PARAMETERS L IM U fC , D R A IN S T E M , FRONTAL IJU IE IN FLU E N C E LEGAL AND ILLEG A L DRUGS LEARNING DRUG OUSOLESCENCE EDUCATION AND R E L IG IO N TE A C H IN G -LE A R N IN G NEURAL S Y N C H H O N IC ITY CH EM IC AL INCR EA SE O F IN T E L L IG E N C E NEUR O I/X; I t A L L Y -I NFLUENCED EDUCATIONAL L E G IS IJ U ’JON USE O F A N X IE T Y -N E L IE V IN G DRUGS ( D a l e l n d 0 1 0 ) 342 PARTICIPANT-CONTRIBUTED FUTURE DEVELOPMENTS (For your interest ... Optional response) Y F .S NO COMMENTS: Will Answer Round * 1 ~ - 3 1. BIOENERGY Brain mind research w ill lead to increased investigation of the bloenergy circ u la tin g in and around the human body and the role of th is energy in learning. 2. BIORHYTHMS Biorhythms will be used in educational set tings as the basis of creating optimal learning times for individual students. 3. BRAIN MIND ALLIANCE WITH THE ARTS Developments in the brain mind revolution with their emphasis on multiple ways of information processing will cause the arts to take on a central position in the educational process. 4. COMPUTER GRAPHICS Computer graphics will be widely used in educational settings to develop the visual, spatial, non-linear capacities of the right- brain hemisphere. 5- CORRECTIVE MICRO-COMPUTER IMPLANTS The direct implanting of micro-computers will be recognized in education as a prac tical means of correcting mental defects. 6- CULTURAL EVOLUTION-BRAIN REVOLUTION The increased rate of sociological change in American culture since 1945 has . in creasingly made the obsolescence of 3-R education publicly evident with the re sult that applications of the brain mind revolution will be widely used in both home and school settings. Unable to Answer '5' P O I CLEAR________________ IMPORTANCE k i s i ’O n s i; Will Answer Unable tn R m im k -1 Answer YES NO COMMENTS: 7- DERMO-OPTICAL PERCEPTION One of the expanded human capacities of the brain mind revolution will be the acceptance and use in educational settings of the abil ity to distinguish color and form througli the sense of touch without vision. 8. DREAM RESEARCH Increased use in educational settings will be made of dream researcli to prevent learn ing blocks and psychological learning diffi culties. 9. ELECTRONIC SUPPORT FOR CROSS SENSING Electronic devices, such as the current Opt- acon which enables a person to read print through the tactile sense without vision, will increasingly be used in educational set tings to develop cross sensing (the use of one or more senses interchangeablyje.g. the smelling of a sound) in information process ing. 10. FEDERAL BUDGET FOR NATIONAL TEACHER RETRAINING The retraining of teachers in the information and methodology of the brain revolution will become a national educational priority with federal money similar to that used in Title Programs and Educational Acts allocated for such retraining. 11. INTERSPECIES COMMUNICATION Increasing public recognition of the brain indicative communication potential between humans and Cetacea (whales, orca, dolphins) will cause education to prioritize curri culum designed to increase interspecies know ledge and interspecies communication method- ology. Cl.CAR IMPORTANCE Participant Future Developments Criteria: Direct relation to brain mind and education . Phenomenon not included in another development . One per participant to minimize Delphi length Will Answer Rounds O Unable to Answer YES NO COMMENTS 12. NEUROLINGUISTICS The field of neurolinguistics which deals with language choice, nonverbal communica tion, and multimodal brain coding style (vi sual, audial, kinesthetic, etc.) will be a major educational component in teacher train ing. 13. PUBLIC AND POLICY MAKER EDUCATION The general public and policy makers in var ious sectors will be extensively educated through the media in the importance and im plications of the brain mind revolution. 14. SEX DIFFERENCES The neural discovery that there are bio logically-based sex differences in the way information is perceived, stored, and retrieved will influence the development of learning programs that maximize cog nitive development of males and females through varying learning strategies. 15. SOCIETAL RESISTANCE Ideological opposition to the brain mind revolution from various sectors will cause the formation of parallel educational sys tems in which there is public choice of education style. 16. VISUALIZATION The techniques of visualization will be come a major educational methodology used at all grade levels in all subject areas. 17. WORLDWIDE EDUCATIONAL COMPUTER NETWORKS The development of worldwide educational computer networks as accessible learning resources will cause dramatic increases in the general intelligence level of the under-21 population. APPENDIX 7: INDIVIDUALIZED ROUND THREE DELPHI FO R M S (Computer Print Out) A. Identifying Graphic Cover (Yellow color code) B. Round Three Directions (Yellow color code) C. Comparative Importance Rankings of Developments 46-62 D. Optional Participant Contributed Developments Response Form (Beige color code) E. Recommendations Sheet (Green Color code) F. Round Two Non-Response Reminder Form (O ffic ia l seal card) 346, ■ n J - o o 2 0 0 U P , U I IH IN I'U h IH PAOE SUMMARY UF ROUND 21 T I M E L I N E CHART (PERCENTAGES RO UNDED) NEURULUGlCALLY-f Hri t'EMCEP CUPRJCUL AND ME THODOLC/GY HP A I N PESEAPCHEPS-r.'lSSEM lM ATORS EDUCATORS E A R L I E S T RACE HE USE E A R L IE S T DATE OF USE 1 9 0 0 - 1 90S 1981— 1 9 9 0 19 9 1 - 1 9 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER 1 9 0 0 - 1 9 0 5 19 H 6 - 199 0 1 9 9 1 - 1 9 9 5 1 9 9 6 - 2 0 0 0 LATER • NEVER 2 7 , 0 X 2 7 . 0 X 2 0 , 0 * 2 0 . 0 X 7 , 0 X 0 . 0 X 2 1 . 0 X 1 6 . 0 X A 7 , 0 X 1 1 , 0 X 5 . 0 X 1 1 • 1 • o • c 1 1 * W IOF.SPREAO USE PATE WIDESPREAD USE DA IE 1 9 0 0 - 1 90S 19 8 h » l 9 9 0 1 99 I - » 9 9 5 1 9 9 »> — 2 0 0 0 LATER NEVER 1 9 8 0 - 1 9 0 5 1 9 0 6 - 1 9 9 0 1 9 9 1 - 1 9 9 5 1 9 9 6 - 2 0 0 0 LATER NEVFR ————————————————————— —————————— — - ——— ———— ——————————— ————————————— — — — — — — — — ——————————— 0 , 0 X / , 0 X 2 0 , 0 X 3 3 . 0 X 3 3 , 0 % 7 . 0 % 5 , 0 X 5 . 0 X 1 6 , 0 X 3 7 . 0 X 3 2 . 0 X 5 , 0 X 2 0 0 DR , HU OIN I) t e n t N E U P P L O G IC A L L Y -IN F L U E N C F . D CURRICULUM AND ME THOOOLUGY IN C R E A S IN G NEUR (ILIIGIC AL E V ID E N C E OF THE V A R I E T I E S IN DR AIN O R G A N IZ A T IO N " I L L INFLUENCE A MUCH GPEATER V A R IE T Y OF CUR R ICU LU M D E S IG N AND METHODOLOGY IN P U B L IC SCHOOL S E T T I N G S * ROUND 2 COMMENTS I * I AM VERT HOPF.FOL HE RE . wfc NEED TO KNOW A LOT MORE. ( H I » DOES T H I S MEAN FROM PERSON 10 PERSON UR W I T H I N EACH PERSON FROM TIME TO l|M fc7 I t)) * IN MY O P I N I O N * I H 1 5 " I L L EE WHERE P O L I T I C A L AND ED UCATIONAL FORCES " I L L FEEL SAFE JN ''G ETT IN G INTO THE A C T " . R U T . PER HAPS FOR THE WRONG REASONS. I B * * P R O V ID IN G NEUROLOGICAL RESEARCHERS AND EDUCATORS CAN COMMIJNI CATE AMU take; THE I N I T I A T I V E TO SHARE THE E F F O P T . PRESENTLY I FE EL MOST EDUCATORS ARE TOO R E S I S T I V E TO CHANGE AND MUST NEUROLOGICAL RESEARCHERS - E S P E C IA L L Y THOSE IN M E D I C I N E - ARE TUO E L I T I S T AND TH EO RETIC AL TO ACCOMODATE THE NECESSARY MER GER. CHI * IT W IL L HAPPEN, HUT "C URR IC ULUM D E S IG N " IS A S Y S T E M -L E V E L PROCESS. AND CHANGES IN THE SYSTEM IT S E L F ARE NOTORIOUSLY WAY B E H IN D RESEARCH E V ID E N C E . I E * * T H IS I S TOO LARGE A PRODUCT TO BE W ID ES PR E A D . ( E l OOi C O hagl vb A. E A R L IE S T DATE OF USE IE A RLOR A T OR Y USE IN I OX OR LE SS OF SCHOTJL SYSTEMS) I I I I I I I I 9 H 0 — ft 5 I 9 B 6 - 9 0 1 9 9 1 - 9 5 1 9 9 0 - 2 0 0 0 LATER NEVER P R O B A B IL I T Y OF UCCURANCE " I T h IN T H IS DA TEI I I I I I I I I I I I IOX aox 30% 90% 50% f.0% 70% 00% 90% 100% COMMENTS! B . WIDESPREAD USE DATE I ACCEPTED USE IN 50% OR MURE OF SCHOOL SYSTEMS! I I I I 1 1 1 19 0 0 - 0 5 1 9 0 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B IL I T Y OF OCCURANCE W I T H I N T H IS DA TEI I I I I I I . I I I I I 10% 20% 30% «0% 50% GOX 70X BOX 90X 100% COMMENTS* .to* Ml' . I'lll'I.F V “ I A* »: . PAGE | U SUMMAOV UF UUUHU 9 1 TIMELINE CHART I PEPCf MfAGtS RIlUNOFH* AOIlLi: S C l-M I HMA|N (,l»| * * I M M f» A I it P F S E APCMEMS-OI SSf M I H A I HRS EOUCAfUPS EARLIEST HATE or U S * EARLIEST DATE OF USE. |9 hi» -|'I'ih |<Hl|-mt*S |<i<H»-?nuO L A T ( P NEVER 1900-1903 1900-1990 1991-1995 1996-2000 LAtER NEVER j j . o * ?s , ii i **?#!• * o ,o * 0 , 0 * 0 , 0 * ,0 ,0 * AO.O * 2 0 , 0 * 3 3 , 0 * 7 , 0 * 0 , 0 * w |DISPRf All U S E H A IE |9H||*|MiiS |9i*»,-|9*H) I9 9 I-I9 J 5 1 9 9 6 -2 0 0 0 LATER « 1 UESPREA O NEVER 1 9 0 0 -1 9 0 3 USE DATE 1 9 0 6 -1 9 9 0 1 9 9 1 -1 9 9 5 1 9 9 6 -2 0 0 0 l a t e r NEVER 0.0 X ?5*«i % l7 .lt * 3J,0 X 23,0 9 0*0 X 0,0 % 0*0 X 13«0 % 33*0 t #0*0 * 7,0 % dm. nnnLEv mcafe A H M LfS ffH l OMAln 0 0 |.* |H HE • fVlDfcHCE CONFIRMING I Nfc H TI A I IHM 5 H 11> 0E I A EE N ADOLESCENT HinilHIHAL ClIA'ir.l S AMI IMF b I I HUl A I | Ull IlF I HE L I M U I C-PR F F H U N T At C’U H M C 11< C N f IP f * 11 L CAUSr EDUCATORS II) GIVE AOOLE SCENT EUH- c A I 1 1 )» • Dll S A M F I M P IIH I A IIC E Hip DEVll IlMMENTAL LEADS A S E A I»L V t.H | | IHIIJHI) • : liiJC A I ION. MOUND ? (DHM M jtSt • *E ALE HHIIMMUNSLV S IN * IN l»»V INNOVATIVE lECNHlOHES «IT H AOHL T SCI NVS 1 1E C A U S I: *r Alt. amPIVAI.LNI ARCIUI THE AMtlLC SCENT , m A y |»t I * . l ‘*r NPiH'LLM DEPF AGAIN IS '« I UESPBt At>« mf. APE VALUING m il AHUUI A CtiH'M. IlF TECUMlUUE RUT A BASIC CHANGE IN A I I | tl/MF . (Ml A• E A P L ir s r DATE UE USE lEXPLOPAIOPV USE IN |D * OR LESS OF SCHOOL SVSTEMSI i i .....................i .....................m r m...................................." " ! ! i 1 9 0 0 -0 5 1 9 0 6 -9 0 1 9 9 1 -9 3 1 9 9 6 -2 0 0 0 LATER NEVER PPIIUARILITT OF OCCUPAHCE * I T H IN . THIS O A IE I I I I I I I I I I I I IOX 2 0 * Jo * AO* 5 0 * 6 0 * 70* 0 0 * 9 0 * 1 00* CO-MfNTSI I h u m i l h h u l m s i a h h t o t « h i i :i >i h g Dll VAI.III- , | • < | JUHIHU HIGH SlNUENIS A«E ’HIVING Of CllMM|:H|A^V • AIIHChSCE"! EDUCATIONAL M O I’CFSSIS I •» * •* _ V NFlH |m|P||VE- M fU |. SINCE | n u u 'l I'liu aO A T «l. | m m | ( -DPI F Hllh I Al LU'HEX f. IMCUI I«>V » THII f.hl H IJ CLI A P AliS*E« FIHIM M | |< M I hAI E |‘»SI H A H I • I JUS I Ullfi'T hH’l'1 A A l 1 1 A « |.1 M | f | F * HVI )l I '1 | (.)«(.!'«!U#S III. SI" LNUUfllMV f ■ H E W | — I IlCF !*• !'*• | jC.j ) p | ? I •IOESNPEAD USE D A ll |ACCEPlEO USE IN 50« UR MURE OF SCHOOL SVSTEMSI I9 0 H -H 5 1 9 0 6 -9 0 1 9 9 1 -9 3 ' * 9 9 6 - 2 0 0 0 PQHIIAHILITV UF IlCCUMANCE «*|TM|N THIS P A lE l 10* 2H* C))MM(NTSI I I LATER NEVER FINAL ROUND IMPLICATIONS OF THE BRAIN MIND REVOLUTION FOR EDUCATION 1980-2000: A DELPHI PILOT INVESTIGATION OF THE COMPARATIVE PERSPECTIVES OF SELECTED BRAIN RESEARCHERS-DISSEMINATORS AND POTENTIAL EDUCATION IMPLEMENTERS lo co T H IS N A T IO N A L D E L P H I Q U E S T IO N N A IR E H A S B E E N IN D IV ID U A L L Y G E N E R A T E D F O R Y O U B Y C O M P U T E R P R O C E S S IN G A C C O R D IN G T O Y O U R S E L E C T IO N S IN R O U N D S 1 A N D 2 . DIRECTIONS — FINAL ROUND ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ACKNOWLEDGEMENT Again, thank you for your valued contribution in responding to the second round of this national study on the implications of the brain mind revolution for education. This final round, exploring any consensus that may exist among participants, will complete the study. PROCEDURE You will find that there are two pages for each item in your individualized Delphi. The first page has a quick reference TIME LINE CHART giving you a comparison of time estimates made by brain researchers-disseminators and educators. Probability estimates and further detailing of responses will be included in the RESULTS RE PORT of this study. Page two contains ROUND TWO COMMENTS and a place for your final responses. After reviewing the chart and round two comments, you are asked to give your final date and probability estimates. You may change your estimates from round two based on the information in this round, or you may keep to your original response. There is also a space for any final comments you may wish to add. Please return this final round of the Delphi within THREE DAYS OF RECEIPT in order that all computer processing can be completed by the first week of May. ADDITIONAL DEVELOPMENTS Any additional developments contributed by participants that you selected to answer in round two are included in your individu alized Delphi. However, for the general interest of the study, a separate section on the additional developments with round two com ments is included for your interest. RESPONDING TO ANY ADDITIONAL DEVELOPMENTS IS COMPLETELY OPTIONAL. RECOMMENDATIONS SHEET The enclosed green RECOMMENDATIONS SHEET provides an opport unity for you to recommend (1) Readings and Resources for Educator Reference and Updating (2) Dissemination (3) Future Studies and (4) General Comments. RESULTS You will receive the results of this national Delphi on the implications of the brain mind revolution for education within the next 20 years at the end of May. I C O M P A R A T IV E IM P O R T A N C E R A N K IN G S O F P A R T IC IP A N T rC O N T R IB U T E D A D D IT IO N A L D E V E L O P M E N T S O V E R V IE W F o r your Interest a n d the p u rp o se s of this study, a com parative Im portance ranking Is given b e lo w of the 1 8 participant-contributed additional d e ve lo p m e n ts in this national D elphi o n the implications of the brain m in d revolution for education. T h e d e ve lo p m e n ts are listed in rank order with the first listing having the highest Im portance. B R A IN R E S E A R C H E R S -D IS S E M IN A T O R S E D U C A T O R S 1 . V IS U A L IZ A T IO N 2 . B R A IN M IN D A L L IA N C E W IT H T H E A R T S 3 . S O C IE T A L R E S IS T A N C E 4 . T E D E R A L B U D G E T F O R N A T IO N A L T E A C H E R R E T R A IN IN G 5 . N E U R O L IN G U IS T IC S 6 . C U L T U R A L E V O L U T IO N -B R A IN M IN D R E V O L U T IO N 7 . C O M P U T E R G R A P H IC S 8. P U B L IC A N D P O L IC Y M A K E R E D U C A T IO N 9 . W O R L D W ID E E D U C A T IO N A L C O M P U T E R N E T W O R K S 1 0 . B IO E N E R G Y 1 1 . D R E A M R E S E A R C H 1 2 . E L E C T R O N IC S U P P O R T F O R C R O S S -S E N S IN G 1 3 . S E X D IF F E R E N C E S 1 4 . B IO R H Y T H M S 1 5 . IN T F .R S P E C IE S C O M M U N IC A T IO N 1 6 . D E R M O -O P T IC A L P E R C E P T IO N 1 7 . C O R R E C T IV E M IC R O - C O M P U T E R IM P L A N T S 1 8 . P iY C IIO D E L IC S R E S E A R C H (u n ra n ke d d u e to R o u n d 2 contribution) 1 . V IS U A L IZ A T IO N 2, P U B L IC A N D P O L IC Y M A K E R E D U C A T IO N 3. F E D E R A L B U D G E T F O R N A T IO N A L T E A C H E R R E T R A IN IN G 4. N E U R O L IN G U IS T IC S 5. B R A IN M IN D A L L IA N C E W IT H T H E A R T S 6. D R E A M R E S E A R C H 7 . B IO R H Y T H M S 8. S O C IE T A L R E S IS T A N C E . 9. S E X D IF F E R E N C E S 1 0 . C U L T U R A L E V O L U T IO N -B R A IN M IN D R E V O L U T IO N 1 1 . W O R L D W ID E E D U C A T IO N A L C O M P U T E R N E T W O R K S 1 2 . B IO E N E R G Y 1 3 . C O M P U T E R G R A P H IC S 1 4 . D E R M O -O P T IC A L P E R C E P T IO N 1 5 . E L E C T R O N IC S U P P O R T F O R C R O S S -S E N S IN G 1 6 . IN T E R S P E C IE S C O M M U N IC A T IO N 1 7 . C O R R E C T IV E M IC R O - C O M P U T E R IM P L A N T S *** 1 8 . P S Y C H O D E L IC S R E S E A R C H (u n ra n ke d d u e to R o u n d 2 contribution) ADDITIONAL D E V E LO P M E N T S : PARTICIPANT S U BM ITTED (For Your Interest -- Optional Response) a i o t r . t r g y BRAIN MIND RESEARCH 4 I CL LEAD T tJ I NCHE A SC I1 IN V E S T IG A T IO N OF TmE B ill ENERGY CIR C ULATING IN AND AROUND THE HUMAN OOOV AUU THE ROLE UK TH IS ENERGY IN LE ARNIN G. ROUND T«*0 COKMENTSJ * FAR OK F (H I * i f i t cam oe shc) * n t h e r e i s s u c h a t h i n g , ( h i * AURA ANC BECKER'S DC H E L D THEORY OK BIOLOGIC AL CONTROL. O i l * ••RULE” IS NOT AN APT *UHO. <bl V a ha T POES "U I OtNEPGY CIRC ULATING IN AND ROUND THE HUMAN BODY” MEAN? (fcl LO LO PAGE I A. EA RLIES T DATE OF USE (EXPLORATORY USE IN I OX OR LESS OK SCHUOL SYSTEMSI I I I I " I ’ * I I 1 9 8 0 - 8 5 19 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY UK OCCUPANCE W IT H IN TH IS OATES I I I I I I I I I I I 10X 2<)X 30X AOX SOX 60X 70 X 00X 901 100X COMMENTS! B . WIDESPREAD USE OATE (ACCEPTED USE IN SOX OR MORE OF SCHUOL SYSTEMSI I 1 I 1 1 I I I 9 0 0 - H 5 19 8 b - 9 U 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER PR O B A B ILITY OK OCCUPANCE W IT H IN T H IS DATES 1 1 I I 1 1 1 I I I 1 lox 2ux Jox AOX SOX 60X 70X BOX 90X 100% COMMENTS! IGHHYTHMS M 11 tin r I H " :» M U . Ft UStD IN EDUCATIONAL S t l T I N G S AS IHE OASIS OP C R f i i l l i i t OPTIMAL LIIAPNUK. TIMES FUR I N D I V I D U A L STUDENTS. BOUNO T«H * UNI If I I. Y . (HI * RESEARCH ( H I DJOHHYTHMS HAS HfcEN 1NOINCL US I VS AMO NONREPL 1 — C A iU Ct SO PAH, (HI * SI-I-. S ( . l t n T | F | C STUDIES UN AS TRuLOCiY AND AS T PliPH V S I C AL EF H C I S . (H» * THIS * IL L POSS I 0 I L Y HE USEO - HUT FOB TH IS PURPOSE 7 I E I * SFi: I HE AH 1 1 CI.F IN '‘LEARNIN G''* ( A P R I L * 1 9 A 0 1 . ( E l * BASIS IS THU SI RUNG. ( EI * NEED Tl) ADI) D E F I N I T I O N OF P I O R h YTHMS. I E I PAGE 2 A. tANLIF.ST DAIF OF USE (EXPLORATORY USE IN |OX (IB LESS UF SCHIIUL SYSTEMS! I I I J I I I I 9 A 0 - 0 5 1 9 0 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R G H A H ILITY UF OCCURANCF W IT H IN TH IS O A T H 1 1 I I I I I I I I I I OX 20X 30X 40X 50X 60X 70X BOX 90X I 0 0 X COMMENTS I D. W IDE SPREAD USE DATE (ACCEPTED USE IN 50X OR MORE OF SCHUOL SYSTEMSI I I I 1 I I I I«)fl0-fl5 1 9 « h - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER PROPAD I L I T Y OF OCCURANCE W IT H IN T H IS DATEI I I I I I I i I I I 1 IOX 20X 30X 40X 50X 60X 70X 80X 90X IOOX COMMENTS! 356 BRAIN MIND ALLIANCE WITH THE ARTS Of VtLltPMEMT S IN T mE BRAIN MIND REVOLUTION WITH TH EIR EMPHASIS UN MULTIPLE wAYS OF 11 IF OR M A f I ()N PROCESSING WILL CAUSE THE APTS TU TAKE UN A CENTRAL P O S I T I O N IN TMt EDUCATIONAL PROCESS. BOUND T A 0 CUMiitNTSS * THEBE IS A PROhLEM * 1 T h "C E N T R A L ". MOPE S I G N I F I C A N T , V I S . I 0 I * AN EQUAL OUT NOT CENTRAL ONE. ( H I * H | 0 M U SIC AMO H IO A P T . I H ) * e x c e l l e n t c o m m e n t , i h a v e t h o u g h t t h i s f o r a l o n g t i m e . GlAU IT IS OFFERED. IB ) * * H A T »OULD IHE CAUSE tit? MAYBE INFLUENCE. I E ) * YES, D E F I N I T E L Y ! TH IS w I I L ME A PRIMARY FACTOR IN "NEW A C > E '* t DUCAT IOM . THE ARTS ARE A NATURAL fcNIPY INTO AFFEC T I V E , hi L I S I I C LLAWr.INu. I E ) * ARTS WILL HE ENMESHED IN THE EDUCATIONAL PROCESSES. THEY AILL BE IN D IS T IN G U IS H A B L E * NOT CENTRAL. I E ) * t h i s i s v e r y i m p o r t a n t , i t i s a l r e a d y s t a r t i n g I n s o m e A R f - H A S t o c u r r i c u l u m c l a s s r o o m s , i t ) * IMPORTANT, HUT NIJ1 CENTRAL. I E ) THE ONLY HAY TO (,<>! I t ) LO 00 PAGE A. EA RLIES T DATE Ot USE (EXPLORATORY USE IN IOX OR LESS SCHOOL SYSTEMS) I I I I "I ~ I 198(1-85 I 9 f l b - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER P R O B A B ILITY OF OCCUPANCE W IT H IN T H IS DATE* I I I I I I I I ** I 1 IOX 20X 30X «0X SOX 60X 70X BOX 9CX COMMENTS 1 B . WIDESPREAD USE DATE (ACCEPTED USE IN 50X OR MURE OF SCHOOL SYSTEMS) I I 1 I I I 1 9 8 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 I 9 9 6 - 2 0 00 LATER PR O B A B ILITY OF OCCUPANCE W IT H IN T H IS OATES I I I I I I I 1 "" I~ ’ IOX 20X 30X AOX 50X 60X 70X BOX 90X COMMENTS! I NEVER I I 0 OX I NEVER I I oox c o m p u t e * m ' * p h i c 5 « i l l lit w i f e l y u s e d i n e d u c a t i o n a l s e t t i n g s TO OtVtLI]l> IHE V I S U A L . S P A T IA L . NO N-LINEAR C A P A C IT IE S OF THE RIGHT HPAIM HEMISPHERE. ROUND N i l C ilM■ ’E NI S • * THE R E LA T IO N S H IP HE T aEEN COMPUTER GRAPHICS AND RIGHT H E M I- SPHERE PROCESSING IS NOT E S TA B LIS H E D . I B ) * DSHD?. YES. WIDELY? NO. (H i * E.u. LI'C E I > 11C A f ION PROGRAM, I B ) * wtK.H 111 CK'PHTEP GRAPHICS ARE S T IL L 100 LINEAR IN FORM I f . t l i S uAljiE M jO U I A U O N TO TAKE IT OUT OF LETT HEMISPHERE DE SCR IP I ION. I T S E L F ) I 1} > * I DON'T KNO>v ABOUT TH IS 50 I CAN'T ANSWER. I E ) * NOT /. I iOvLY USED. I E ) * ill E I : it: l o t TERM "COMPUTER G R A P H IC S ". I E ) * PLEASE U iltl'T l I t ) PAGE 4 A , EARLIEST HATE OF USE lEXPLOOATOPY USE IN 10 * OR LCSS SCHOOL SYSTEMS) I I I I — - 1 9 8 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LA IE R PB O H A D ILITY OF OCCURAMCE W IT H IN t h i s DATES i I I l I 7 i 1 I IOX 20X 30X 4 0 * 50X 60X 70X BOX 90X c o m m e n t s : B . WIDESPREAD u s e DATE IACC EP IE D USE IN 50X OR MORE OF SCHOOL SYSTEMS) * i r t i 1 9 8 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER PR O B A B ILITY OF OCCURANCE W IT H IN T H IS DATES I I I I I I I I I I IOX 20X 30X 4 OX 50X 60X 70X BOX 90X c o m m e n t s : I OF I NEVER I 100X I NEVER I I OCX CURPECTIVE MICPU-COMPUTER IMPLANTS THE DIRECT IMPLANT INC. OF MIC RO -C Q mPUTEMS WILL b e r e c o g n i z e d IN EDUCATION AS A PRACTICAL MEANS OF CORRECTING MENTAL DEFECTS. ROUND 2 COMMENTS! / * P O S S IB L E . YFS. OUT IS IT .PRACTICAL? WHAT DOES T H IS MEAN? ( H I * FOR SPECIAL t DUC A I I ON AND COUNSELING. ( B ) * DEAD-END. ( H i * I DON'T KNUD, ( t l * " m e n t a l DEFECTS" NEEDS FURTHER D t F 1N I T O N . "D EFECTS" TENDS TO HE A VALUE-LADEN nOHD. (F.I * SOUNDS IN T E R E S T IN G . ( E l » OUT DANGEROUS TOOI *H 0 DECIDES? ( E l PAGE 5 A. EA RLIES T DATE OF USE (EXPLORATORY USE IN IOX OP LESS OF SCHOOL SYSTEMSI I I I I I I I i y S O - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF OCCUPANCE W IT H IN T H IS DATEI I I I I I I I I I I I IOX 20X 30X 40X 50X 60X 70X BOX 90S IOOX c o m m e n t s ; B . WIDESPREAD USE PATE (ACCEPTED USE IN SOX OR MORE OF SCHOOL SYSTEMSI I I I I I I I I 9 8 0 - B S 1 9 8 6 - 9 0 1 9 9 1 - 9 6 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF OCCUPANCE W IT H IN TH IS DATE: I I I I I I I I 1 I I IOX 20X 30X 4 0 X SOX 60X 70 X BOX 90% IOOX CUMMtNT s t 35 a CULTURAL K'Vlll.UT I U N - O P a IN MINI) REVOLUTION The I f! C I-’ F A SI 0 PAT I- OF SOCIOLOGICAL CHANGE IN A M L P ICAN CULTURE Sll.'Cr M A S ) i A S I NCR E A S I N6L Y MADE THE OBSOLESCENCE: OF 3 - R fcOUCA r I LIU B u m ILLY EVID ENT w I I H t h e r e s u l t THAI a p p l i c a t i o n s o f t h e BRAIN m in d PF.VOLUTlON WILL BE WIDELY USED IN BOTH HOME AND SCHOOL SI T I I MliS, ROUND TWO COMMENTS* * THERE » I LL HE A DIFFERENCE BETWEEN HOME ANO SCHOOL. I B ) * HOI NOT SOON. ( H I * BRAIN MMID EDUCATION AMD 3 - R EDUCATION WILL BE COMBINED TO SUPPORT 1.ACH 01 HER. I B ) * HOME IS IHE MOST IMPORTANT WORD HERE. I B ) * PP(IDAHI v m ore SUCCESSFUL AT HUME THAN AT SCHOOL. SCHOOL SEEPS I 11 I P AC IAbL E . I B ) * TH IS IS VERY O P T I M I S T I C ! BIASFIO WORDING. I t ) * I AM NUT SURE I T ' S YET "P U B L IC L Y E V I D E N T " . L E T 'S MAKE IT THIS * • ) , ( . I E ) * I COUHI IF JOHN G. PU BLIC WOULD AGREE WITH T H I S , THE EMPHA S IS UN IMF BASICS 1 3 - R ' S ) I S S T IL L F I R S T , I E ) * SOUNDS L IK E THE 3 - P ' S HAVE NO PLACE IN THE FU TURE. TH AT'S ' R I D IC U L O U S . C E R IA IN L Y THE HRAIN MIND REVOLUTION DOES NOT PRECLUDE L I TEPACYt t I C . I E ) * ANC ALSO CRFIATE STRONGER FAMILY T I E S AND LESS C R IM E . ( E l * TOO LONG. ( E ) ’ PAGE 6 EARLIEST DATE OF USE IE XPLORATORY USE IN 10% OR LESS OF SCHOOL SYSTEMS) i * i i i i ” 7 1 9 8 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER PR OB AB ILITY OF OCCUPANCE W IT H IN TH IS DATE* * I I I I I 1 I I I I 10% 20X 30% 40% 5 0 * 60% 70% 80% 90% 100% COMMENTS* WIDESPREAD USE DATE (ACCEPTED USE IN 50% OR MORE OF SCHOOL SYSTEMSI i i i 7 - - - - - - - - 1 9 8 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF OCCURANCE W IT H IN T H IS OATEI I I I I I I I I I I I 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% COMMENTS* DEPMtl-OPT ICAL PERCEPTION ONE I.IF THE EXPANDED HUMAN C A P A C IT IE S UF THE O R AIN M1 MU P t V O L - UTIDM * I L L HE T Mt ACCEPTANCE AND USE IN b DUC A T I ON A I. SE ! T l-NGS o r THE A D I L IT Y TO D I S T IN G U IS H CO LON AND FUR* THROUGH THE S E N S E OF TOUCH x I I h O U T V I S I O N . p o u n d £ co m m en ts: * POSSJPLY ALL F UP MS OF SENSING APE AVAfLAHLE WITHOUT IHE FUNCTION OE SENSE OPGAMS. (O) * YES* HUT NOT IN EDUCATIONAL SEI T IN G S . ( H I . * USED PL PI t APS t OUT MOT WIDESPREAD NT 2 0 0 0 . I E I * * 0 * 1 ( E ! * FOR THE H L lN I), wHV FOR OTHERS? ( E ) PAGE 7 E ARLIEST DATE OF USE (EXPLORATORY USE IN IOX OR LESS OF SCHOOL SYSTEMS) I I I 1 1 1 1 I I 19 H 0 -B 5 PR OD AU ILITY 1 9 8 6 - 9 0 1 9 9 1 - 9 5 OF OCCUPANCE W IT H IN 1 9 9 6 - 2 0 0 0 T H IS DATE! LATEP NEVER I I I I I I I I I I I IOX 20X -3 OX A OX Sox 60X 7 OX box 90 X IOOX COMMENTS! WIDESPREAD USE OATE (ACCEPTED USE IN SOX OH MORE OF SCHOOL SYSTEMS) I I I I I I I I 9 M 0 - 8 S . 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATEP NEVER PR OH AQ IL ITY UF OCCUPANCE W IT H IN TH IS DATE! I I I I I I I I I I I IOX 20X 30X 40X SOX bOX 7 OX GOX 90X IOOX COMMENTS! (ll/I-: AM Pl'St HiM.H I (ICRf a SI. (• V • i. v- IN LOUCA I I UNAL SETTINGS w lL L UE MADE- OF flKSLuUCii m I M t V f . N I LEARNING BLOCKS AND PSYCHOL06 ICAL 0 IFF I CULT I » : S, ROUND 2 Ci'-'P-'SNl s: « r ii r i't /..if u r i i f p good r fi a s u n s f o p u s i n g d r e a m s t o o . * 6 0 0 0 I OF A I ( H I ♦ USED I I :'HAPS» OUT NO r WIDESPREAD. ( E ) * 6(101) I I FA . ( E l ♦ AN,) GREATER SELF UNDERSTANDING. I E I DMEAM LEARNING ( H I PAGE 8 A. EAPl.IF.ST I) A IF OF USF (EXPLORATORY USE IN IOX OR L - S S SCFlOUL SYSIFM S I i i ' 7 ............. T........... 7.......... 7 1 9 6 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 -Q S 1 9 9 6 - 2 0 0 0 LATER P R O B AB ILITY UF IICCUR AflCE * 1 T N l N T H IS OATEI » _ i i i i i i i ' 7 ...... IOX 20% 30% 4 0 * SOX 60X 70X 80% 90% COMMENTS 5 B. WIDESPREAD USE DATE (ACCEPTED USE IN SOX OP MORE OF SCHOOL SYSTEMS) • i ..............7.............. 7............. ” ' 7 ......... 7 I 9 8 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 19 9 6 - 2 0 0 0 LATEP PR O B A B ILITY OF OCCUPANCE M T H 1 N T H IS DATEI i i i i i i i ' i ” 7 10% 20% 30% 40% 50% 60% 70% 80% 90%’ c o m m e n t s : 1 NEVER I 100% I NEVER I 100% ELECTRONIC SUPPORT FOR CROSS SENSING ELECTRONIC D E V IC E S * SUCH AS THC CURfcNT OPTACON. WHICH EN - AHLES A PERSON TO WfA|> PRINT THROUGH THE TA CTILE SENSE WITHOUT v i s i o n w i l l i n c r e a s i n g l y he u s e r i n e d u c a t i o n a l s e t t i n g s to O lV t L O P CROSS SENSING ( T u t USE OF ONE OR MORE SENSES INTE R CHANGE AUL Y » E . G . THE SMELLING OF A SOUND) III I N F O R M A I I iim PRO CE S S IN G . ROUND 2 c o m m e n t s : * "INCREASINGLY'* — OVER WHAT? IB ) « I DIIN * T SEE HU w SYNESTHESIA WOULD BE DEVELOPED TH IS way, ( H I * I HEAP T H I S . I B ) * EXPERIM ENTAL. I E ) * SLOw TO DEVELOP. PROBABLY USED IN SPECIAL EDUCATION SITU A TIO N S P R IM A R IL Y . (E» CO CD C O PAGE 9 A. EARLIEST DATE OF USE TEXPLORATORY USE IN I OX OR LESS OF SCHOOL SYSTEMS! I I I t i l l 1 9 8 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF UCCURANCE W IT H IN T H IS OATE» I I 1 I 1 I I I I I I 10% 20X 30X 40X 50X 60X 70X HOX 90% I0 0 X COMMENTS! B . wlOESPREAO USE DATE (ACCEPTEO USE IN 50X OR MORE OF SCHOOL SYSTEMSI I I I I I I I 1 9 8 0 - 8 5 19 0 b - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P P II H A h lL iT Y OF UCCUPANCE W IT H IN T H IS DATE I t i l l 1 I 1 I I 1 1 IOX 20% 30% A 0 X SOX 60X 70X 80X 90% I 0 0 X c o m m e n t s : FEDERAL rll.ilx tl FOR NATIONAL T E A C H f; P RETRA IN IN G THL PH TI'A INIM O UF TfcACHfcUS IN THE I NF 00 M AI IOM AIJD METHOD OLOGY OF (l't HRAlN HU VOLUTION WILL BECOME A NATIONAL EDUCA TIONAL f'Hlllt I1Y » I FH FEDERAL MONEY S IM IL A R TO THAT USED IN T I 1 L F PP0GOAMS AND EDUCATIONAL ACTS ALLOCATED FOR SUCH RE T R A I N I N ', . ROUND ? COMMENTS: * I HOPE S ' . I H ) * I REALLY L I K E THE ID E A . ( H I * PERHAPS. Mfj&t L IK E L Y TO HE PRESeRVICE THAN I N S E R V IC E . <BI « ADO THIS AS A PLAIFDRM FOR A THIRD PARTY CANDID ATE. PLEASE. ( H i * DR E A r '■ > ! (I)) * 1 SURE h h p f SOI (E» * THE MONETARY COMMITMENT WOULD HR I MG CREDENCE AND IMPORTANCE OUT amo (h i l d l»H PESPllNS I OLE AND hilk IT WAS DONE WILL MEAN THfc DIFFERENCE HEFhEEN "TURNING ON AND TURNING O F F " . ( E l * YES. ( F ) ‘ ^ ' * NICE T HI lOGH I 5 U N L IK E L Y . ( E l * F a 1 CPi-.HCES < t * ‘ * I T H IN ' TRAINING NfA TtACHERS IS MORE IMPORTANT. SO MANY P F r S T T I DAY TEACHERS HAVE CLOSED M IN OS. ( E l * f a n t a s y . ( E l » NOT LlKF.I.Y, (El I SURE Hi.'PE SO! ( E l PAGE 10 A. EARLIEST DATE OF USE (EXPLORATORY USE IN I OX OR LESS OF SCHOOL SYSTEMS I I I I 1 I I I 1 9 6 0 - 6 5 1 9 6 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER PROHAW I L I T Y OF OCCURANCE W IT H IN TH IS DATE! I I I 1 I I I I I I I 10X 20X JOX 40X SOX 60X 70X bOX 90X IOOX COMMENTS! B. WIDESPREAD USE DATE (ACCEPTED USE IN SOX OR MORE CF SCHOOL 5 Y 5 IE M S I I I I I I I I 1 9 6 0 - 6 5 19 6 b - 90 - 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER PHOMAHILITY OF OCCURANCE W IT H IN TH IS DATE: I I I I I I I 1 I I I IOX 20X 30% 4 OX SOX 60X 70% 60X 90X IOOX COMMENTS! 364 IN TE R SP EC IES C0MMUNICAT1UN INCREASING PUBLIC RECOGNITION OF THE HR A I N - 1 NO I C A T 1 V t COMM- IC A T IO N POTENTIAL HE T .vt f N HUMANS AND CETACEA ( W H A l t S * ORCA. DO LPHINS) h J t L CAUSE 'E DUCATION TO P R I O R I T I Z E CURRICULUM DE SIGNED TO INCREASE INTE RSP EC IES KNOWLEDGE AND IN TfR S PEC IES COMMON I C AT I UN Mt THODIiLOGY . PULND 2 COMMENTS! ' « " P R I O R I T I Z E " . HUT WHAT ORDER? ( H I * LOrf PR I OR I T T . * 6 SHOULD WORK UN HUMAN COMMUNICATION F I R S T . » H ) * L A T tR . I H I • I DON'T KNOW, I «OOLD CERTAINLY HOPE SOI I E ) LO C O PAGE I I A. EARLIEST DATE OF USE I EXPLORATORY USE IN IOX OR LESS OF SCHOOL SYSTEMS! I I I I I I I 1 9 B 0 -B 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER PR O H A B IL1 TY OF OCCURANCE W IT H IN T H IS DATES I I I I I I 1 1 I I I 10.X 20% 30X 40X 50 X 60X 70X BOX 90 k IOOX COMMENTS! - B . WIDESPREAD USE DATE (ACCEPTED USE IN 50X OR MORE OF SCHOOL SYSTEMS) I I I I 1 1 1 1 9 0 0 - 8 5 19 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER PR OH AO IL ITY OF OCCUPANCE w l T H l N T H IS DATES I 1 I I I I I I 1 1 I IOX 2 0k JOX A 0 X 5 0 k 60X 70X 8 0k 9nx l o o k COMMENT SS NEUROL I MGUI !> I ICS THE F I E L D UF NEUROL 1N6D 1 S T I c s * WHICH PEALS WITH LANGUAGE C H O IC E , MiMVEUtiAL COMMUNICATION, AND MOL T I MOP AL BP A I M CODING STYLE ( V I S U A L . A U P IA L . K I N E S T H E T I C . E I C . ) . WILL HE A MAJilF c f>U(. ATI DUAL COMPONENT IN TEACHtR T R A IN IN G . v ROUND ? C:»*■ " E l i T S • * WHO SAYS N E U R O L IN G U IS T IC S DEALS w I T H LANGUAGE CHOICE* NONVERBAL COMMUNICATION* AND MULTIMODAL HR A IN CODING STYLE ( V I S U A L . A U P IA L . K I N E S T H E T I C . E T C . ) ? <H) * PERHAPS A VF.RV MINOR COMPONENT. (H ) * M ULTILING UA L CULTURE ED UCATION. ( 8 ) * IT SHOULD HE. (81 * T H IS IS ALREADY IN USE BY SPEECH THERAPISTS AND LEARN ING S P E C 1 A L IS T S . (E ) PAGE !2 EARLIEST PATE OF USE (EXPLORATORY USE IN IOX OR LESS OF SCHOOL SYSTEMS) I I I I I I 'I I 9 H 0 - 8 5 1 9 6 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF UCCURANCE W IT H IN T H IS DATES I I I I I I I I I 1 I IOX 20X JO* 4 OX 50X 60X 70X 80X 9CX IOOX COMMENTS! WIDESPREAD USE DATE (ACCEPTED USE IN 50X OR MORE CF SCHOOL SYSTEMS) I I I I I I I i 9 6 0—B5 19 8 b - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF OCCUHANCfc W IT H IN TH IS DATES II I I I I I 1 I 1 1 IOX 20X 30X A OX SOX 60X 70X BOX 90X IOOX c o m m e n t s ; VPU»L1C AND PUL ICV MAKtH fcUUC * ? I ON Tut fit N fc R A L PUBLIC AflU POLICY MAKERS IN VARIOUS SECTORS A IL L Hfc EXTENSIVELY fc DUCA I t 0 THROUGH THE MEDIA IM THE IM PORTANCE ADO I f.'PL I C A I 1 UDS UF THE BRAlrl M I Lit) REVOLUTIO N. ROUND 2 COMMENTS! * "IHM UU6H THt MEOIA" - I M P O S S IB L E . I B ) * SOMEWHAT* OUT NO! E X T E N S IV E L Y . (B ! * I s ay YES I I COULD h a p p e n * OUT 1 EE AW IT I S WISHFUL TH IN K IN G . TH IY CIIULO .JUST AS E A SILY BE WHIPPED UP A G A 111S I I T . ( l.l » HET1EP HE DM U T I L E OF T H IS WILL FLY - AT LEAST w I TH IN THE SCHOOL SYSTEMS. (01 * YES. L E T 'S ST AW I NO* WITH THE M EO IA . ( E ) ♦ I HOPE SO! (E» i CO 00 I J A . EARLIES1 DATE OF USE (EXPLORATORY USE IN 1 0 * OR LESS OF SCHOOL SYSTEMS! I I I I I I I I 9 H 0 - 8 5 | 9 « b - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF' OCCUfiANCE « I T H I N T H IS DATES I I I I I I I 1 I I I IOX 2UX 30X 40X 50% 60X 70% BOX 90X IOOX COMMENTS! B. WIDESPREAD USE DATE (ACCEPTED USE IN SOX OR MORE (IF SCHOOL SYSTEMS! I I I I 1 1 1 1 9 8 0 - 8 5 19 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF OCCURANCE w I T H l N T H IS DATE! I I I I I I I I I I 1 IOX 2 OX 3 0% 4 OX SOX box 7 OX BOX 9 0 X IOOX COMMENTS! S t DIFFERENCES th e m i i k a l d i s c o v e r y t h a t t h e m e are b i o l o g i c a l l y - b a s e d sex DIFFERENCES IH 1 HE *AY I N F D U N A llU N I S P E R C E IV E D , STORED* ANO RETRIEVED WILL INFLUENCE I HE DEVELUPME.NI OF LEARNING PP06PAMS THAT M A XIM IZE C O G N ITIV E DEVELOPMENT OF MALES ANO FEMALES TMPuOGH VARYING LEARNING STRAT EG IES . POUND 2 COMMENTSS * OHEA OroL. <B> * ONLY If SCHOOLS- ARE REORGANIZED* WHICH IS U N L IK E L Y . 10) * A P I I F I C I A l DIFFERENCES CAUSED BY S O C I A L IZ A T I O N . NO CROSS COL TUP M. DR LONG IT ODINAL EXPERIMENTAL CONTROLLED S T U D I E S . ( H ) * EVEN TOALLY. ( RI * I ' M tail CONVINCED t h i s IS AN ACCUPATE PP EM IS F* EVEN THOUGH I ' V E H»;Al< UESFACH F IN D IN G S PURPORTING SEX DIFFERENCES I B TO- BASED) . 1 0 ) * I HAVEN'T HEAPO ABOUT T H I S . SOUNDS F A S C IN A T IN G . TE) * 1 HOPE SOI ( E ) * IS THIS ALREADY KNPw n? IE I * APPARF.I1LY TH IS IS ALREADY i n PRACTICE t o a m i n u s c u l e DFGREt IN SOME MATH PROGRAMS. I WOULDN'T WANT TO SEE A H U , III.AL VANE of SEX DIFFERENCES THOUGH. <£) * TH IS C.d u l U HE A REAL PROBLEM UNLESS HOMOSEXUALS GAIN TOTAL ACCEPTANCE. ( E ) GREAT IDEA ! ( £ ) PAGE 14 EA RLIES T DATE OF USE IE XPLORA T DRY USE I N IOX OR LfcSS OF SCHOOL SYS IE MS) I I 1 1 I I I I 9 B 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 ‘ 1 9 9 6 - 2 0 0 0 LATER NEVER PR O B A B ILITY OF OCCURANCE W IT H IN T H IS DATE! IOX 20X -3 OX 40X 50X 60X 70X 80X BOX IOOX COMMENTS 8 WIDESPREAD USE DATE (ACCEPTED USE IN 50X OR MORE OF SCHOOL SYSTEMS) i i i i 7 7 7 1 9 8 0 - B 5 1 9 0 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER PRUHAb1L I T Y OF OCCURANCE w I T H I N T H IS DATE* i i i i i 7 i i ’7" ~i " i IOX 20X 30% 4 OX 50X 60X 70X SOX 90X IOOX COMMENTS* SiJCltTAL RESISTANCE IDEOLOGICAL O PPO SITIO N 10 THfc OPAIN MIND REVOLUTION FROM VARIOUS SECTORS A I L L CAUSE THE FORMATION OF PARALLEL EOU- C A I I ON AL SYSTEMS IN WHICH THERE I S A PU BLIC CHOICE OF ED UCATION S T Y L f . ROUND 2 COMMENT St * IGNORANCE MORE THAN IOE OLQGICAL O P P O S IT IO N . I B ) + Y fc 31 10) * RATHER THAN ••O P P O S IT IO N ", I. THINK I PREFER TOE T EMM " D IF F E R I N G O P I N I O N S " . I E ) * VERY L I K E L Y . IE I * IT HAS SIAPTEO 10 SOME DEGREE « 1 TH THE MORE REFINED a l t e r n a t i v e SCHOOLS. <fc) * MORE ALTERNATIVES a pe THE TREND. 1OFFLEH * S "T H IR D A A V E " IS GRfc A I I ( C l * I HOPE NO I I ( fc I PAGE 15 A. EARLIEST DATE OF USE (EXPLORATORY USE IN IOX OR LESS OF SCHOOL SYSTEMS) I I I 1 I 11 1 9 6 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 | 9 9 b - 2 0 0 0 LATER NEVER PR O B A B ILITY OF OCCURANCE W IT H IN T H IS DATEt i i i i i i i ~ i~ 7 i 7 IOX 20X 30X 40X 50 X 60X 70X BOX 90V. IOOX COMMENTSt B . WIDESPREAD USE DATE (ACCEPTED USE I N 50X UR MORE OF SCHOOL SYSTEMS) 1 1 1 1 1 1 1 1 9 8 0 - 0 5 I 9 B N - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF OCCURANCE W IT H IN TH IS DATES I I I 1 I I I I I I I IOX 20X 3 OX 4 OX 5 0 X 60X 70X BOX SOX IOOX c o m m e n t s : 369. V I SO AL I I A I I I in IKE I f-cunl JOE ME V I S U A L I Z A T IO N * 1 L L I'LCOME A MAJOR EDUCATIONAL MEIHUI'ULO'.Y OSLO AT ALL GRADE LEVELS IN ALL SUBJECT AREAS. ROUND 2 COMMENTS* * "MANY" FATHER THAN '•A LL" . ( H ) * YES! (M> * YESI YES! I T ' S ALREADY H A P P E N IN 6 . ( E l * VERY L I K E L Y . IE> * AND SEE I HE aiO RLD THROUGH WHOLE NEW EYESI (E> * YE SI ( H I * WHOLE DRAIN EDUCATION — HUMAN SOFTWARE, (B> PAGE 16 EARLIEST DMfc IJE USE (EXPLORATORY USE IN IOX OR LESS UF SCHOOL SYS 11 ms I I 7 _ * ............. 7” ............... 7....... ” 7......... 7 I 9 0 0 - 0 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OH OCCURANCE W IT H IN TH IS DATE* i l l 1 I I I I I I I IOX 20% 30% 40% sox 60X 70X 80% 90% IOOX COMMENTS* WIDESPREAD USE DATE (ACCEPTED USE IN 50% OR MORE OF SCHOOL SYSTEMS) i i " 7 .......... ’ ” 7 ’ . . . . . . . . . . . . ’ " ’ 7.......... 7......... 7 1 9 8 0 - 8 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF OCCURANCE W IT H IN T H IS DATE* i i i 7 7 7" 7’ 7 ’ " 7 7 7 IOX 20% 30% 40X 50X 60% 70% SOX 90% IOOX* COMMENTS* \ WORLD* I D t EDUCATIONAL COMPUTER NETWORKS THE DEVELOPMENT OK A DHL D f I l ) t EOUC ATI ONAL COMPUTER NETWORKS AS a C Cb S SI OLE LEARNING RESOURCES WILL CAUSE DRAMATIC INCREASES IN THE GENERAL INTELLfcCIUAL A B I L I T I E S OF THE UN D E R -2I POPULA T I O N . ROUND I AO COMMENTS* * OMIT "O R A M A T IC ". (13) * I DON'T KNOW ABOUT T H I S . SUUNOS HOPEFUL. ( E ) * I DON'T THINK THERE WILL BE hlOESPREAO USE OF SUCH AN EDU CATIONAL COMPUTER NETWORK BY THE AVERAGE CLASSROOM TEACH*' £ P . I f ) * IF TECHNOLOGY jMPROVfcS SO THEY MAY USE THE IP KNOWLEDGE FOR A BETTER L I F E . I E ) * PERHAPS. I E ) * I SUGGEST "GENERAL LEVEL OF IN F O R M A T IO N ". ( 0 ) • r-*. CO PAGE 1 t A. EA RLIES T OATE OF USE (EXPLORATORY USE IN IOX OR LESS OF SCHOOL SYSTEMS! I ! 1 I I I 7 190 (1-05 1 9 H 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B AB ILITY OF OCCURANCE W IT H IN T H IS DATE* I I I I I I I I I I I IOX 20X SOX 40X 50X 60X 70X BOX 9 0 * IOOX COMMENTs t 0 , WIDESPREAD USE DATE (ACCEPTED USE IN 50X OR MURE OF SCHOOL SYSTEMS) I I I I ’i l l 1 9 8 0 - 0 5 1 9 8 6 - 9 0 1 9 9 1 - 9 5 1 9 9 6 - 2 0 0 0 LATER NEVER P R O B A B ILITY OF OCCURANCE W IT H IN T H IS PATE* I I I 1 I I I I I 1 I IOX 20X SOX wOX SOX 60X 7 OX BOX 90X IOOX COMMENTS* -1 ( RECOMMENDATIONS SHEET DIRECTIONS: To add to the value of this study, space if given below for your recommendations in four major areas: (1) Educator Reference and dating (2) Dissemination (3) Future Studies and (4) Ceneral Comments 1. BRAIN MIND READINCS/RESOURCES FOR EDUCATOR REFERENCE AND UPDATING (Please recommend any readings/resources which you feel would’ be useful for educators in the area of brain mind study.) Title: Other Resources: Author: Publisher: Date: Place of Publication: Title: Author: Publisher: Date: Place of Publication: 2• DISSEMINATION RECOMMENDATIONS (Please give any recommendations as to ways in which the information of the brain mind revolution can best be disseminated to educators.) 3. RECOMMENDATIONS FOR FUTURE STUDIES (Please give any recommendations as to future studies concerning the brain mind revolution and education.) 4. GENERAL COMMENTS ON THIS DELPHI STUDY Title: Author: Publisher: Date: Place of Publication: Title: Author: Publisher: Date: Place of Publication: (please use the back if needed) SORRY YOU W ERE NOT ABLE TO PARTICIPATE IN ROUND TWO. BUT PLEASE DON'T LET THAT STOP YOU FROM CONTRIBUTING YOUR VALUED PERSPECTIVE TO THIS FINAL ROUND OF THE NATIONAL DELPHI ON THE IMPLICATIONS OF THE BRAIN MIND REVOLUTION FOR EDU CATION. THANK YOU FOR YOUR CONTRIBUTION TO A MUCH NEEDED STUDY. RESULTS WILL BE MAILED TO YOU IN MAY. APPENDIX 8 : COMBINED R O U N D S ONE, TW O, A N D THREE C O M M EN TS (Computer P rin t Out) 1 3 0 4 Q U E S T I O N N U M B E R t A U D I O B R A I N S T I M U L A T I O N B i d e s p r e a d U S E I N E D U C A T I O N A L S E T T I N G S OF A U O I O F R E Q U E N C I E S S U C H AS M U S I C AN O ' W H I T E N O I S E ' CLOW d i s c r i m i n a t i o n , b a c k g r o u n d N O I S E ) C O R R E L A T E D T O T H E L E A R N E R ' S B R A I N . F R E Q U E N C I E S T O A S S I S T L E A R N I N G , C O M M E N T S F R O M R O U N D O N E # S U G G E S T O L O G Y ■ , ( B ) * I H A V E I N T R O D U C E D B A R O Q U E M U S I C T O T E A C H E R S AN D H A V E H A O S U P E R L A T I V E F E E D B A C K . ( E ) C O M M E N T S F R O M R O U N O TWO t h e r e a r e SO m a n y ' I P S ' , r F O U R S C H O O L S Y S T E M C H A N G E S D R A S T I C A L L Y , T H I S C A N A N O S H O U L D 8 E AN I N T E G R A L C O M P O N E N T , B U T T H A T ' S A B I G I F R I G H T N O W , I ' M J U D G I N G T H A T T H E R E I S A C H A N C E T H A T O U R S C H O O L S W I L L B E R A D I C A L L Y R E V I S E D BY T H E M I D 9 0 I ' S , ( B ) MY R E S P O N S E I S I D E A L I S T I C A N D G I V E N W I T H F U L L K N O W L E D G E T H a T I N I T I A L A T T E M P T S W I L L P R O B A f l I L Y BE H A L F - B A K E D E F F O R T S T o j u m p ON T H E B A N D W AGON OF T H E N E W E S T T H I N G C O M ING down T H E P I P E L I N E " S A N S " T H E V I T A L AN D M O R A L I N G R E D IE N T S n F T H O R O U G H C O M M I T M E N T a NO K N O W L E D G E A B L E P R E P A R A T O R Y S T A G E S , ( 8 ) S C H O O L S U S I N G S A L T ( S U G G E S T I V E A C C E L E R A T E D L E A R N I N G T E C H N I Q U E S ) NOW Q U A L I F Y T H I S F O R T H E 1 R X OR L E S S C A T E G O R Y , ( E ) T h € P R A C T I C A L F U N C T I O N O F E Q U I P M E N T P U R C H A S E S ANO L I K E C O S T S * I L L U E L A Y T H I S . CE3 M E C H A N I C S OF T H I S Q U I T E E X P E N S I V E S I N C E MY n E E O I S O I F F E R - F nT F R O M O T H E R S . I P I C T U R E MANY I N D I V I D U A L L I S T E N I N G P O S T S , 4 M 0 SO O N . M U S T M U S I C ' S S E A T B E T H E S A M E AS B R A I N W A V E F R E Q U E N C Y Ttl 3 £ E F F E C T I V E ? U N L E S S S O M E O N E C A N SHOW a S T R I K I N G I N C R E A S E I N W H A T S T U D E N T S C A N L E A R n W H I L E "PLUGGED I N " , I T W I L L B E Q I F F I C U L T TO C O N V I N C E T E A C H E R S T H E C O S T I S W O R T H I T , ( E ) R l C O M M E N T A R Y w r : * B I O L O G I C A L L Y R I D I C U L O U S CB) H 2 • T H I S C O M M E N T is S U R P R I S I N G , P A R T I C U L A R L Y WHEN C O M I N G F R O M A C B ) . CB) R i : * '.'■HITfc N O I S E I S AN U N F A M J C A R T E R M TO m E , CE) R 2 : T H I S I S AN E X A M P L E OF T H E T A R G E T G R O U P I ' M R E F E R R I N G TO I N T H E D A N G E R S O F T H E B A N D n AGON P H E N O M E N O N a n d T h e N E E D f o r u n o w l e d g a b l e p r e p a r a t o r y S T A G E S . CB) H i t * M U S I C I S M O T A F R E Q U E N C Y , NOR I S N O I S E . CB) R 2 ! I AM S P E A K I N G M A I N L Y OF M U S I C AN D E N V I R O N M E N T A L t a p e s m h i c h a g r e e d a r e n o t f r e u u e n - C J E S . CB) C O M M E N T S F R O M R O U N D T H R E E * S U G G E S T O L O G Y . CB) * I H A V E I N T R O D U C E D B A R O Q U E M U S I C T O T E A C H E R S A N D H a VE H A D S U P E R L A T I V E F E E D B A C K . CE) Q U E S T I O N N U M B E R 2 A U T O N O M C - P H Y S T C f t L S Y S T E M C O N T R O L P R E S E N T L Y I N A C C E S S I B L E h u m a n c a p a b i l i t i e s s u c h a s t h e c o n t r o l OF T H E A U T O N O M I C S Y S T E M AN O T H E R E T A R D A T I O N OF A G I N G H I L L 8 E T A U G H T r h E L E M E N T A R Y ANG s e c o n d a r y s c h o o l s e t t i n g s ON t h e b a s i s o f N E U R O L O G I C A L k n o w l e d g e . * C O M M E N T S F R O M R O U N D O N E A * A G I N G C O N T R O L W I L L O E P E N O ON H O R M O N A L S T U O I E S A N D T H E I R R E L A T I O N TO B I O E N F R G I E S A L A E D G a R C A Y C E , ( B ) * m y R E S P O N S E F O R A U T O N O M I C S Y S T E M C O N T R O L O N L Y , A G I N G I S N O T AN I S S U E I N P U B L I C S C H O O L S , Y O U H A V E TO B E G E T T I N G O L D T o W A N T TO 0 0 S O M E T H I N G A B O U T A G I N G , A S I X T O S I X T E E N Y E A R O LO W A N T S TO G E T C L O E R . CB) * I a m R E F E R R I N G A G A I N TO A U T O N O M I C C O N T N O L T H O U G H P O S S I B L Y T H I S ON r r s OWN * I L L R E T A R O A G I N G . ( 8 ) * BY R E T A R D A T I O N O F A G I N G I C A N O N L Y A S S U M E T H I S R E F E R S TO D I M I N I S H I N G T H E D E L E T E R I O U S E F F E C T S O F S T R E S S , O V E R W O R K , H Y P E R T E N S I O N T H R O U G H S E N S I B L E P H Y S I C A L ANO M E N T A L T E C H N I Q U E S F O R R E L A X A T I O N , C E ) * KANO B I O F E E D B A C K C O M P U - T E R C G . S . R . ) I S ON C O N S T A N T L O A N TO S T U D E N T S F O R T H E I R E X P E R I M E N T A T I O N TO R E O U C E S T R E S S I N T O A L P H A . CE) * I S T I L L w i s h T H I S Q U E S T I O N WAS D I V I D E D I N T O TWO Q U E S T I O N S , C O N T R O L OF T H E A U T U N O M I C S Y S T E M A N D A N O T H E R Q U E S T I O N F O R R E T A R D A T I O N O F a g i n g , CE) * R 2 COMMENTARY - R 2 : * C O N T R O L O F T H E A U T O N O M I C S Y S T E M I S N O T R E L A T E D T O T H E R E T A R D A T I O N Q F A G I N G , P U T T I N G T H E TwO T O G E T H E R H A K E S T H E Q U E S T I O N A L M O S T I M P O S S I B L E T O A N S W E R . A G I N G C O N T R O L R E S E A R C H I S B A S E D . ON B I O C H E M I C A L R E S E A R C H , CB) R I G H T ! CB) * I D O N 'T R E C O G N I Z E W H A T R E S E A R C H R E S U L T S A R E B E I N G R E F E R R E D TCj. CB) R E S P H N S F : T H E R E T S E X T E N S I V E R E S E A R C H ON T H E I N T E R R E L A T I O N B E T W E E N B O D Y M O V E M E N T ANO B R A I N S T I M U L A T I O N F R O M A ' I U M 0 E R OF F I E L D S . P E R H A P S T H E M O S T E X T E N S I V E I S F R O M T H E R E S E A R C H O F P S Y C H U M O T O R T H E R A P I E S , R E C O M M E N D E D r e s e a r c h e r s I N C L U D E P E S S Q , f e l d e n - K R A I S , H O U S T O N , a n d M A S T E R S , V ’ f)QOv "G VEMENT wTLL s t i m u l u s F O R o t h e r * HAY66 USE THE TERM BE E X T E N S I V E L Y U S E D AS A N E U R O L O G I C A L R E A S O N S T O O . CB) " S P A N OF A T T E N T I O N " R A T H E R T H A N " E X T E N O E D D U R A T I O N O F L E A R N I N G " . ( E l * C A N T H E T E R N , " R O O T M O V E M E N T S " , B E A L I T T L E M O R E D E F I N I T E ? CE) * I D O N ' T U n O E R S T A N O " E X T E N O E D D U R A T I O N " . D O E S T H I S M E A N T H E K I D S C A N S I T S T I L L L O N G E R ? I F S O , T R I V I A L , CB) * C R A P , ( t n # C O M M E N T S f r o m r o u n o TWO * * B U T N O T ON " A G I N G " . EXCLUOe’ A G I N G , C B ) * T H I S I S NOR B E I N G D O N E W I T H B I O F E E O B A C K , R E L A X A T I O N , F A N T A S Y , A U T O G E N I C t r a i n i n g , y o g a , e t c . s p e c i a l E O U C A - n o w AN D E O U C A T I O N A L C O U N S E L I N G A R E L E A O I N G w i t h B I O - F E E D S ACK A N D R E L A X A T I O N T R A I N I N G , ( B ) * w E ' R E S T A R T I N G I T N O w , ( P I * I a m R E F E R R I N G M A I N L Y T O A U T O N O M I C C O N T R O L , N O T A G I N G , CB) * C O N T R O L OF T h e A U T O N O M I C S Y S T E M W I L L B E T A U G H T S O O N I N M O R E S C H O O L S , T H E R E T A R O A T I O N OF A G I N G MAY B E L A T E R , C E ) C O N T R O L GF t h e A U T O N O M I C S Y S T E M I S A L R E a O V B E I N G T A U G H T , T H E R E T A R D A T I O N o f A G I N G I S U S U A L L Y N O T I N C L U O E O I N D I S C U S S I O N O F C O N T R O L O F T H E A U T O N O M I C S Y S T E M , CE) * I AM I N T E R P R E T I N G T H I S S T A T E M E N T T O R E F L E C T T H E I N C R E A S E D A w a R E N E S S OF U S I n G O U R F U L L B R A I N P O T E N T I A L T O M A S T E R B O D I L Y C O N T R O L . CE) * C O N T R O L O F T H E A U T O N O M I C S Y S T E M I S N O T R E L A T E D T O T H E R E T A R D A T I O N O F A G I N G . P U T T I N G T H E TWO T O G E T H E R M A K E S T H E Q U E S T I O N A L M O S T I M P O S S I B L E T O A N S W E R , A G I N G C O N T R O L H F S F 4 R C H I S B A S E D ON B I O C H E M I C A L R E S E A R C H - , CB) * m y R E S P O N S E R E L A T E D TO C O N T R O L O F T H E A U T O N O M I C S Y S T E M AN O N O T t h e R E T A R D A T I O N O F A G I N G w h I C H I S A S E P A R A T E I S S U E , CE) * a S P O I N T E D O U T , T H E Q U E S T I O N A S K S T OO M A N Y U N S P E C I F I E O T H I N G S ; H O R E O V E R , i t A S K S A B O U T A B I L I T I E S M O S T DO N O T F F E L S C H O O L S H A V E a R E S P O N S 1 8 I L I T Y OR R I G H T TO D E A L - I T H , ( E J * R1 c o m m e n t a r y - P i ; • T H I S I S M O R E I M P O R T A N T I N S E C O N O A R Y S C H O O L S E T T I N G S . ( E ) RJ>: I D O N ' T A G R E E . S T A R T E a R L Y , CE) * ? : m o i ( 8) - P l ; » T F E E L AGE R E T A R D A T I O N W I L L D E A L W I T H P I L L S OR S H O T S , N O T P H Y S I C A L C O N T R O L , CE) H a : I H O P E N O T 1 ( E ) R2: n o ! CR) R i : * C O N T R O L o f t h e A U T O N O M I C S Y S T E M s E A S Y R E T A R D A T I U N o f A G l N G » I M P O S S I B L E CB ) R 2 : N O T S O I ( 8 ) - R i s * I AM N O T F A M I L I A R w i t h " A U T O N O M I C , " CE) R 2 ! SO L O O K I T U P ! C E ) C O M M E N T S F R O M R O U N O T H R E E A G I N G C O N T R O L W I L L D E P E N D ON H O R M O N A L S T U D I E S ANO T H E I R R E L A T I O N TO B I O E N E R G I E S A L A E D G A R C A Y C E , CB) MY R E S P O N S E F O R A U T O N O M I C S Y S T E M C O N T R O L O N L Y , A G I N G I S N O T AN I S S U E I N P U B L I C S C H O O L S . Y O U H A V E TO B E G E T T I N G O L D TO W A N T TO 0 0 S O M E T H I N G A B O U T A G I N G . A S I X TO S I X T E E N Y E A R O L O W A N T S TO G E T O L D E R . ( B ) 1 AM R E F E R R I N G A G A I N TO A U T O N O M I C C O N T R O L T H O U G H P O S S I B L Y T H I S ON I T S OWN W I L L R E T A R D A G I N G . CB) BY R E T A R D A T I O N O F A G I N G I C A N O N L Y A S S U M E T H I S R E F E R S TO D I M I N I S H I N G T H E D E L E T E R I O U S E F F E C T S O F S T R E S S , O V E R W O R K , H Y P E R T E N S I O N T H R O U G H S E N S I B L E P H Y S I C A L AN O M E N T A L T E C H N I Q U E S F O R R E L A X A T I O N , C E ) m y h A NO B I O F E E D B A C K C O M P U T E R C G . 3 . R . ) I S ON C O N S T A N T L O A N TO S T U D E N T S F O R T H E I R E X P E R I M E N T A T I O N T O R E D U C E S T R E S S I N T O A L P H A , CE) I S T I L L w I S H T H I S Q U E S T I O N WAS D I V I D E D I N T O TWO U U E S T I 0 N 3 , C O N T R O L O F T H E A U T O N O M I C S Y S T E M a NO A N O T H E R Q U E S T I O N F O R R E T A R D A T I O N O F A G I N G . CE) R 2 C O M M E N T A R Y - R 2 : * C O N T R O L O F T H E A U T O N O M I C S Y S T E M I S N O T R E L A T E D TO T h £ R E T A R O A T I O N O F A G I N G , P U T T I N G T H E TWO T O G E T H E R M A K E S T H E Q U E S T I O N A L M O S T I M P O S S I B L E t o A N S W E R , A G I N G C O N T R O L R E S E A R C H I S B A S E D ON B I O C H E M I C A L R E S E A R C H , CB) W3 S R I G H T ! CB) Q U E S T I O N N U M B E R 3 9 0 0 Y ^ n v F M E N T - H R A I N s t i m u l a t i o n b o d y M O V E M E N T w i l l B t E X T E N S I V E L Y u s e d a s a n e u r g l o g i c a l S T I M U L U S t o F A C I L A T E C R E A T I V I T Y A N O E X T E N D E D D U R A T I O N OF LEARN InR PER I n o s . * C O M M E N T S F R O M R O U N D O N E * * S E L E C T I O N BY W H O M ? ( 8 5 * " S T A T E S O F C O N S C I O U S N E S S " R E Q U I R E S D E F I N I T I O N , ( E 5 R E S P O N S E S S T A T E S O F C O N S C I O U S N E S S U S E F U L T O E D U C A T I O N I N C L U D E H Y P E R - A L E R T N E S S , D E E P R E L A X A T I O N , H Y P N O S I S , M E D I T A T I V E S T A T E S , ANO O R U G - l N O U C E O S T A T E S . * T H E Q U E S T I O N I S C L E A R , I T H I N K I T I S U N L I K E L Y TO H A P P E N . ( 8 5 • S P E C I F Y S T A T E S . ( B 5 • T H I S N E E D S A G R E A T E R O E F I N I T I O N O F " S T A T E S O F C O N S C I O U S N E S S " . ( E 5 • T H I S I S A F A L S E P H E M I S E , CB5 A C O M M E N T S F R O M R O U N O TWO • * A U T O M A T I C M O T O R H A B I T S A R E A C C O M P A N I E D 0 V T H E H I G H E R BR A IN W A V F , A L P H A . ( B 5 * A G A I N , I » M J U D G I N G T H E R E I S A 5 P / 5 P C H A N C E T H A T T H E R E w I L L B E a R A D I C A L R E V A M P I N G O F O UR E D U C A T I O N A L S Y S T E M 1 5 Y E A R S F R O M n o w . ( 8 5 * THIS IS A L R E A D Y BEGINNING I N s o m e S C H O O L S . ( B ) * T E A C H E R S J I L L L O V E T H I S , E S P E C I A L L Y E L E M E N T A R Y T E A C H E R S , T H E Y 0 0 M O V E M E N T A C T I V I T I E S a n y w a y a n d TO F I N O T H E Y C A N U S E I T TO E N H A N C E L E A R N I N G W I L L B E I C I N G ON T H E C A K E , T H I S ' J U S T I F I E S ' M O V E M E N T . CE 5 MANY S C H O O L S A R E A L R E A D Y I N T E G R A T I N G Y O G A , C R E A T I V E M O V E - - W ENT AND E X T E N S I V E D E V E L O P M E N T OF P S Y C H O M O T O R S K I L L S I N R E — G U L A K ' C L A S S D A Y S . CE5 * I ' M R R F .S I.I M IN G T H I S M E A N S T H E R E L A T I O N OF B O D Y M O V E M E N T A M ) A T T E N T I O N s p a n . GQU O T E A C H E R S k n o w T H I S ANO U S E M Q V £ M E M T AS A B R A I N S T I H 1 J L A T O R . CE) * R 1 COMMENTARY - Pi: » I HON• T R E C O G N I Z E WHAT R E S E A R C H R E S U L T S A R E B E I N G R E F E R R E D T O , CB ) » 2 1 T H I S I S T H E T A R G E T G R O U P I AH R E F E R R I N G T O I N m y C O N C E R N A B O U T T H E D A N G E R S O F T H E B A N D " A G O N P H E N O M E N O N AN D T H E N £ E O F O R A k n o w l e o g e a b l e p r e p a r a t o r y S T A G E , CB) R 1 J * C R A P . CB) R 2 : T H I S P E R S O N I S R E A L E X P R E S S I V E i CE) - R i : * I D O N ' T U N O E R S T A N O " E X T E N D E D D U R A T I O N " , D O E S I T M E A N T H E K I D S C A N S I T S T I L L L O N G E R ? I F S O , T R I V I A L . C B ) R 2 I T H E C O M M E N T ON T H E L A N G U A G E I S AN A P T Q n e j W H A T D O E S " E X T E N D E D D U R A T I O N O F L E A R N I N G " M E A N ? D O E S I T M E A N " A T T E N T I O N S P A N " , A B I L I T Y TO C O N C E N T R A T E T I M E I N S C H O O L , OR W H A T ? W H A T B O D Y M O V E M E N T I S S U G G E S T E D ? R E C E S S I N E L E M E N T A R Y S C H O O L H A S , S O M E W H A T , S E R V E D T H I S P U R P O S E F O R Y E A R S ? I R E C Q G N I 2 E S O M E T H I N G M O R E S P E C I F I C A N O Q I R E C T I S M E A N T , B U T A B S T R A C T L A N G U A G E A N D L A T I N A T E V O C A B U L A R Y G E T I N T H E w a y . CE) C O M M E N T S F R O M R O U N O T H R E E * H Y S I C A L E D U C A T I O N AN O T H E A T E R A R T S I N V O L V E TH I S , CB) HO CA N L I S T E N TO J E A N H O U S T O N AN O N O T T R Y I T I N C L A S S ? CE) F E E L S O M E S C H O O L S A R E A L R E A D Y 0 T h e T E A C H E R S a n d C H I L D R E N . O O I N G I T , CE) I T I S B E N E F I C I A L q u e s t i o n n u m b e r 4 S T A T E O F C O N S C I O U S N E S S S E L E C T I O N t h e s e l e c t i o n o f s p e c i f i c s t a t e s o f c o n s c i o u s n e s s h a t c h e d W I T H t h e n a t u r e o f t h e l e a r n i n g c o n t e n t w i l l b e A m a j o r E D U C A T I O N A L M E T H O D O L O G Y , * C O M M E N T S F R O M R O U N D O N E * * 00 Y O U M E A N I N C R E A S E D / A C C E L E R A T E D T I M E P R O D U C T I O N OR A C C E L E R A T E D L E A R N I N G OR B O T H 1 ? ( £ ) R E S P O N S E : B O T H * w h a t i s " A C C E L E R A T E D T I M E P R O D U C T I O N " ? ( E ) R E S P O N S E : A C C E L E R A T E D T I M E P R O D U C T I O N U T I L I Z E S T H E S U B J E C T I V E P E R C E P T I O N O F T I M E I N W H I C H AN I N D I V I D U A L F X P E P I E N C E S A P E R I O D O F T I M E A S M U C H L O N G E R OR S H O R T E R T H A N C L O C K T I M E , T H E C O N C E P T H E R E I S T H A T T H E 0 R A I N H A S I T S OWN N A T U R A L S E N S E O F T I M E , I N H E M I S P H E R I C R E S E A R C H , F O R I N S T A N C E , T H E R I G H T B R A I N A P P E A R S T O B E A T E M P O R A L W H I L E T H E L E F T B R A I N P R O C E S S E S I N L I N E A R , S E Q U E N T I A L T I M E F O R M A T S , I M P L I F I E S . N O T A L L M A T E R I A L ( W H A T E V E R T H A T B E R E D U C E D , C E ) A C C E L E R A T E D T I M E P R O D U C T I O N A P P E A R S T O B E M O S T E F F E C T I V E W H E N T H E M O T O R C O R T E X I S A C T I V A T E D I N C O N J U N C T I O N W I T H A L R E A D Y S T O R E D K I N E S T H E T I C A N O V I S U A L I M A G E R Y , T H U S , A T T H E P R E S E N T S T A G E O F D E V E L O P M E N T , T H E T E C H N I Q U E I S P A R T I C U L A R L Y E F F E C T I V E I N R A P I D L Y I M P R O V I N G P H Y S I C A L A N D A R T I S T I C S K I L L S , * .DOES T h r s m e a n T I M E M A N A G E M E N T T E C H N I Q U E S Q R A C C E L E R A T E D L E A R N I N G T E C H N I Q U E S ? ( E ) R E S P O N S E : A C C E L E R A T E D L E A R N I N G T E C H N I Q U E S , * P F R H a P S 3 M O N T H S I N T H R E E W E E K S , 3 H O U R S S E E M S A B I T S W I F T , ( £ ) . * s H a T I S " C O N T R O L L E D S U B J E C T I V E P E R C E P T I O N " ? C B ) R E S P O N S E : t h i s R E F E R S TO S E L F - C O N T R O L L E D P E R C E P T I O N O F T I M E E . G , W H E T H E R AN I N D I V I D U A L C H O O S E S TO E X P E R I E N C E 3 M I N U T E S AS 3 H O U R S , OR 3 H O U R S AS 3 M I N U T E S , * H I G H L Y I M P R O B A B L E ! ( B ) * T H I S O V E R S M E A N S ) C A N R E S P O N S E : * S C I - F I F a n T A S Y - S C H E D U L E F O R T H E Y E A R ? 3 5 W , C O M M E N T S F R O M R O U N D TWO * * t h i s I S A L R E A D Y H A P P E N I N G W I T H t h e F a n t a s y A N O R E L A X A T I O N B R A I N W A V E t r a i n i n g u F E P I L E P T I C S . T H E S E L E C T I O N O F S P E C I F I C S T A T E S O F C O N S C I O U S N E S S M A T C H E D W I T H T H E N A T U R E O F T H E " T E A C H I N G M E T H O U " w i l l 3 E a h a J O R E D U C A T I O N M E T H O D O L O G Y , C B ) * I * O U L O R A T H E R S A Y " A N " E D U C A T I O N A L M E T H O D O L O G Y , C B ) * " M A J O R " I S T O O S T R O N G , " I M P O R T A N T " I S B E T T E R , C B ) * P O C K E T S O F I N T E R E S T W I L L P I L O T T H E S E I D E A S , ( E ) * MY A N S W E R A S S U M E S T H A T E D U C A T O R S W I L L U S E R E L A X A T I O N - M E D I T A T I 0 N - V 1 S U A L I 2 A T I 0 N T E C H N I Q U E S T O E N C H A N C E T H E L E A R N I N G P R O C E S S , ( E ) . i t h i n k t h e r e i s n o b a s i s y e t f o r t h i s q u e s t i o n , s o i »m P R E D I C T I N G w h e n , I F E V E R , T H E R E M I G H T B E A L T E R E D S T A T E L E A R N I N G . CB ) * S O M E U S E O F R E L A X A T I O N A N O m E O I T a T I O N A L R E A D Y U S E D B Y S O M E B U T M O T H a T C H E 0 W I T H T H E " N A T U R E O F T H E L E A R N I N G C O N T E N T , " mQT S U R E A N Y B O D Y K N O W S what T H A T M E A N S , A L T H O U G H w E ' O L I K E TO T H I N K wE 0 0 . C A N I B E S T T E A C H A S O N N E T I N H Y P E R - A L E R T - N E S S QR O E E P R E L A X A T I O N ? WHY N O T B O T H A N O S O O N ? ( E D * R t C O M M E N T A R Y - R l l * T H I S I S a F A L S E P R E M I S E . C B ) R 2 { S U R P R I S I N G , ( B ) - R i : * T H I S N E E D S A G R E A T E R D E F I N I T I O N O F " S T A T E S O F C O N S C I U U S N E S S " , C E ) R 2 J I S U G G E S T O R , C H A R L E S T A R T ’ S " P A T T E R N O F O V E R A L L M E N T A L F U N C T I O N I N G AT A N Y O N E T I M E " , ( B ) * C O M M E N T S F R O M R O U N D T H R E E * « r h a v e R F a O O F S C H O O L S A L W E A n Y O O I N G T H I S , I . E . K E N N E D Y H I G H S C H O O L I N i . O S A N G E L E S , C B ) * I H a V £ u S E O T H E T E R M " C O G N I T I V E S H I F T " TO D E N O T E S H I F T S F R O M u - f i n f o r m a t i o n - p r o c e s s i n g b r a i m - m o o e t o a n o t h e r , t h i s m i g h t BF ,1 -’ O R E P R E C I S E T E R M T h a n S T A T E S O F C O N S C I O U S N E S S A N D W O U L D Afc j n « E E A S I L Y A C C E P T E D BY E D U C A T O R S , CB) * T A G R E E T h a t " M A J O R " I S T OO S T R O N G , CB ) » I T « T L L T a k e A L O T nf R E S E A R C H T n M A T C H T h E V A R I O U S 0 1 5 - C I H L I N F S . C E ) I T ' S I N T E R E S T I N G THAT E DU CA TOR S AS A G R O U P S E E S T A T E C O N S C I O U S N E S S s e l e c t i o n h a p p e n i n g A S AN e d u c a t i o n a l L a T e p t h a n 0 0 T H E S P A I N R E S E A R C H E R - O I S S E M I N a T O R S , CE w I T H R E C E N T T E C H N O L O G Y D E V E L O P M E N T S F O R S Y S T E M A T I Z E D M I C R O - C O M P U T E R S , V E R Y P R O G R A M M E D I N S T R U C T I O N , I F E E L A S I T D I S C O U R A G E D A P C U T T H E p r o s p e c t O F T H I S . I B E - L I E v E T H I S " C O N S C I O U S N E S S " A W A R E N E S S W I L L C O M E F R O M T E A C H E R - P R A C T I T I O N E R P U S H ! ( E ) T H I S S H O U L D B E M O R E S P E C I F I C O F W H A T T H E " S T A T E S O F C O N S C I O U S N E S S " L E V E L S A R E , CE3 S O F T O O L 5 38.4. Q U E S T I O N n u m b e r 5 S U B J E C T I V E t i m e U S E A C C E L E R A T E D T I M E P R O D U C T I O N I N L E A R N I N G N g w M A T E R I A L S T H R O U G H T H E c o n t r o l l e d S U B J E C T I V E P E R C E P T I O N O F T I M E * I L L P E a m a j o r E D U C A T I O N A L M E T H O D O L O G Y C E . G , 3 M O N T H S O F M A T E R I A L I N 3 H O U R S ] , C O M M E N T S F R O M R O U N D U N E * WHY a r e T H E S E T H R E E H E M I S P H E R E S - P I T C H E D P R O - H E P T I L l A N R K A T M - G R O U P E D T O G E T H E R ? ( B ) R E S P O N S E ! T H E S E T H R E E B R A I n A R E A S A R E G R O U P E D T O G E T H E R B E C A U S E O F T H g R E S E A R C H S H O W I N G T H E I R I N T E R R E L A T I O N BY P R I B R A M , L U P I A , A N O M A G O U N , * I D O N ' T K N OW T H E T H R E E R E F E R E N C E S — L I M 8 I C , b r a i n s t e m , f r o n t a l l u b e , c e ) R E S P O N S E : i t i s N O T I M P O R T A N T TO K N OW T H E T E C H N I C A L D E T A I L S O F T H E S E t h r e e b r a i n a r e a s , t h e s e a r e T H E t h r e e n e u r a l S U B S T R A I T S I N V O L V E O W I T H A T T E N T I O N , A S M O R E I N F O R M A T I O N I S K N O W N A B O U T HOW A T T E N T I O N O P E R A T E S I N T H E S E B R A I N A R E A S , E D U C A T O R S N E E D T O B E O P E N T O C H A N G I N G T H E T R I D E A S A B O U T A T T E N T I O N A S S O M E T H I N G O E T E R - M I N D E D B Y C L A S S R O O M C O N D I T I O N S OR T H E S T I M U L U S O F M A T E R I A L B Y C O N S I D E R I N G T H E B R A I N E V I D E N C E O F A T T E N T I O N A S A C O M P L E X P H E N O M E N O N T H A T I S G E N E R A T E D W I T H I N AN I N O I V I D U A L L E A R N E R ' S B R A I N , * 4 R E S U L T I N G A P P L I C A T I O N / P R O C E S S S E E M S M O R E I M P O R T A N T TO H E . (E D * C O M M E N T S F R O M R O U N O TWO . * * O R . J E A N H O U S T O N O F T H E F O U N D A T I O N F O R M I N D R E S E A R C H I N “! f w Y O R K I S A L R E A O Y U S I N G I T . ( B ) * I N T E R E S T I N G ! S E N D ME T H E R E F E R E N C E S , ( B ) * I N D I V I D U A L P A T T E R N S H A Y N E E D TO B E D I S C E R N A B L E F O R T H I S T0 a d a p t a b l e . C E ] * a H F T T F p p y a m p i . E m Q U L O B E S O M E T H I N G L I K E " 3 H O U R S O F M A T E R I A L I N 3 M I N U T E S " , C E ] « I A L S O P R E F E R 3 M O N T H S I N 3 w E E K S F O R M O S T M A T E R I A L . CB] 385 * F « c'JM S U C H T E C H N I Q U E S S U C H a S S A L T , T H I S M E T H O D I S P O S S I B L E , B U T 4 1 L L E D U C A T O R S B E O P E N TO S U C H R A O I C A L Y E T E F F E C T I V E M E T H O O S ? C E ) * S T U D E N T S A L R E A D Y P E R C E I V E T I M E S U B J E C T I V E L Y ( A S D O E S E V E R Y O N E E L S E , R E R E A D F A U L K N E R 1 ) , W H E N A T E A C H E R H A S P L A N N E D • * E L L , G I V E N S T U D E N T S ' M A T E R I A L ' I S A P P R O P R I A T E T O T H E I R L E V E L O F A B I L I T Y - A N D SO O N , T I N E F l I E S ANO T H E Y L E A R N Q U I C K L Y , w £ S I M P L Y D O N ' T H A V E T H A T M A N Y T R U L Y F I R S T - R A T E T E A C H E R S , ( E l * Rl COMMENTARY - * s c i - f i f a n t a s y - s c h e d u l e f o r t h e y e a r 2 5 5 0 . CB ) * H I G H L Y I M P R O B A B L E ! ( 8 ) / R 2 t SUCH O P T I M I S T S ! C E ) M 2 : T H I S D E P E N D S HOW R A P I D L Y D R . J E A N H O U S T O N ' S WORK I S D I S S E M I N A T E D I N T O T H E S C H O O L S Y S T E M S , C E ) P?*. . S E N D T H I S P E R S O N S O M E O F J E A N H O U S T O N ' S w O R K , ( B ) * P E R H A P S 3 M O N T H S I N T H R E E w E E K S , 3 H O U R S S E E M S A B I T S w i f t . ( E ) » 2 : R I G H T , ( B ) * C O M M E N T S FROM ROUNQ T H R E E * » t h i s s e e m s A B O U T r i g h t f o r h o s t p e o p l e , B U T E X A M P L E S E X I S T OF " D I R E C T I N T E R N A L P E R C E P T I O N " I N W H I C H A B O O K I S " P I C K E O UP" O V E R N I G H T , (8) * m y L O G I C A L , T I M E - K E E P I N G L E F T - M O O E R E J E C T S T H I S , B U T WHO k n O w S ? C B ) « E X P L O R A T O R Y u s e o f A C C E L E R A T E D T I M E , E T C . b u t n o t t h r e e m o n t h s i n t h r e e H O U R S . CB ) « o p , J , H O G E M O N L Y O P E N E D U P R I G H T AN O L E F T B R A I N R E S E A R C H I N 1 9 6 9 - - a n d L O O K w h a t h a s H A P P E N E D ! C E ) A D E F I N I T E L Y P O S S I B L E AN O H I G H L Y P R O B A B L E , CE) * m Y U N D E R S T A N D I N G O F T H E S E P R O C E D U R E S L E A O S H E T O S E E T H I S D E V E L O P M E N T A S T E A C H E R D E P E N D E N T , T H U S , I T H I N K T H F R F ' 5 N E E D T O R E S E A R C H W H E T H E R T H E R E A R E S O M E p g o p ^ g M O R E A B L E T O F A C I L I T A T E T H I S T Y P E OF L E A R N I N G , A R E T H E R E a H I G H P E R C E N T A G E OF T H E S E P E O P L E I N C L A S S R O O M S ? C E ) j * 9 2 C O M M E N T A R Y W 2 : » P E R H A P S 3 M O N T H S I N T H R E E * E E K S , 3 H O U R S S E E M S A B I T S W I F T . ( E ) R 3 : Y E S , I A G R E E . CB) Q U F 5 T T 0 N NIJMREB 6 L I M B I C . B k a I N S T E M , F R O N T A L L O B E I N F L U E N C E m u c h h Q R E S O P H I S T I C A T E D U N D E R S T A N D I N G A N D U S E O F A T T E N T I O N , A R O U S A L , AN O M O T I V A T I O N I N E D U C A T I O N A L S E T T I N G S T H R O U G H E X P A N D E D K N O W L E D G E O F T H E I N F L U E N C E O F T H E L I M 8 I C S Y S T E M , B R A I N S T E M , ANO F R O N T A L L O B E S ON T H E S E L E A R N I N G P H E N O M E N A , * C O M M E N T S F R O M H O U N D O N E * * I T H I N K w e N E E D G R E A T E R U N O E R S T A N O I N G O F A P P R O P R I A T E U S E O F R E P E T I T I O N / R E I N F O R C E M E N T , CB ) * R E I N F O R C E M E N T W I L L T A K E ON NEW I M P O R T A N C E , C E , G , 8 1 0 - F E E Q B A C K ) . ( 8 ) * R E P L A C E M E N T OR I N E F F I C I E N T U S E ? C E ) R E S P O N S E : R E P L A C E M E N T , * T H E R E C O U L D P E V A R Y I N G U N O E R S T A N O I N G O F T H E T E R M S " E V E N T S " A N D " D I S C R E P A N T I N F O R M A T I O N " , C E ) * C a n Y O U e l i m i n a t e » 7 ? C E ) R E S P O N S E : t h e C O N C E P T H E R E I S T H A T T H E O L O I D E A T H A T P E O P L E L E A R N E D B Y R E P E A T I N G T H I N G S OR H A V I N G T H E M R E I N F O R C E D m a y B E M U C H L E S S U S E F U L I N E D U C A T I O N T H A N T H E NEW B R a I N R E S E A R C H W H I C H I N D I C A T E S t h a t i n t e r e s t I S A R O U S E D B Y W H A T I S N O V E L OR U N A N T I C I P A T E D , * » E P E T 1 T I 0 N w i l l b e N E C E S S A R Y I N M A N Y C A S E S I F T H E -i a T e r i a l I S D U L L , ( E ) * a n E X A M P L E OR TWO W O U L D H E L P , . W H A T K I N O O F E V E N T S ? wh a t S O R T O F N O V E L T Y ? C E ) R E S P O N S E : T H I S D E V E L O P M E N T I S A B O U T A P R O C E S S , N O T S P E C I F I C E V E N T S a n o N O V E L T I E S , t h e i d e a 1 3 T H A T T H E B R A I N I T S E L F G E N E R A T E S A S T A T E O F H I G H I N T E R E S T A N D L E A R N I N G R E A O I N E S S T O T H A T w h I C H I S U N E X P E C T E D OK U N A N T I C I P A T E D , * I Art n o t . S U R E W H A T " E V E N T S " a n D " D I S C R E P A N T I N F O R M A T I O N " A R E , ( 3 1 P F S P U N S E : F o r " E V E N T S " , S E E A B O V E , D I S C R E P A N T I N F O R M A T I O N R E F E R S T O I N F O R M A T I O N T H A T O O E S N i T F I T OR I S D I F F E R E N T f r o m w h a t I S A N T I C I P A T E D . AN E X A M P L E I S A R E D L I G H T T H A T O N E E X P E C T S TO T U R N G R E E N , , . A N O O O E S N I T , r w i s I S M O T N E W . CBS C O M M E N T S F R O M W O U N D TV.Q * * T H I S I S T H E M O S T P O W E R F U L T H E O R Y P O T E N T I A L L Y * T H A T I H A V E F Q U N O I N W O R K I N G W I T H E D U C A T O R S . ( 8 5 * V AG UE . rB) * C O M M E N T S F R O M R O U N D t h r e e * * I h o p e S O . ( E ) * P R 0 8 A 8 L Y M O R E A P P L I C A H L E T O T E A C H E R T R A I N I N G T H A N TO I n - S E H V I C E P R O J E C T S . ( E ) Q U E S T I T'-' NUr.WfcR 7 R E P E T T T I C ' n - p E i n f o r c e m e n t o b s o l e s c e n c e r e p l a c e m e n t O F R E P E T I T I O N A N D R E I N F O R C E M E N T AS m a j o r C O M P O N E N T S I N T H E L E A R N I N G P R O C E S S - B Y S O P H I S T I C A T E D U S E OF N O V E L T Y , E V E N T S , AND D I S C R E P A N T I N F O R M A T I O N . * C O M M E N T S F R O M R O U N D O N E * V A G U E . ( E ) D O E S " D I S T R I B U T E D " m E a n I n T J m E OR S P A C E ? ( E ) R E S P O N S E : S P A C E . h h a T A R E " D I S T R I B U T E D M E M O R Y S T O R E S " ? ( E ) R E S P O N S E : D I S T R I B U T E D M E M O R Y S T O R E S R E F E R S TO T H E C O N - C E P T T H A T M E M O R Y I S N O T L O C A T E D I N A P A R T I C U - L A R a R E a OF T H E B R a I N , t h e r e i s N U T A I : 1 C O R R E S P O N D E N C E B E T H E E N M E M O R Y A N D P H Y S I C A L L O C A T I O N . R A T H E R M E M O R Y I S D I S T R I B U T E D O V E R A L A R G E A R E A O F T H E B R A I N . * L I M I T E D P O S S I B I L I T I E S , ( B ) * C O M M E N T S F R O M R O U N D TWO * * T H I S I S A L R E A D Y B E I N G g r a b b e d i n i n d u s t r i a l s e t t i n g s , C B ) * I T H I N K T H A T R E I N F O R C E M E N T O F S O M E K I N O I S N E C E S S A R Y I N A N Y L E A R N I N G S Y S T E M , ( B ) * S C H O O L S O F E D U C A T I O N R I L L S U R E L Y H A V E T O R E V A M P T H E I R P R O G R A M S F O R T E A C H E R E D U C A T I O N , I F T H I S I S T O B E C O M E A P A R T OF T H E L E A R N I N G E N V I R O N M E N T . W E ' L L N E E D T O D I S P E L L T H E F O L K L O R E T H A T S A Y S " I F Y O U C A N I T DO A N Y T H I N G E L S E , B E A T E A C H E R " . ( B ) * i t h i n k t h e p r o b a b i l i t y w o u l d i n c r e a s e s u b s t a n t i a l l y i f M O R E E D U C A T O R S w e r e R I G H T H E M I S P H E R E O R I E N T E D . CB ) * T E A C H E R S W I L L N E E D L O T S O F H E L P W I T H T H I S O N E , E X A M P L E S OF " H O w - T O " W I L L B E N E C E S S A R Y , R E P E T I T I O N ANO R E I N F O R C E M E N T T H E O R Y A R E D E E P L Y I N G R A I N E D . E V E R Y T E A C H E R I N T R A I N I N G I n T H E L A S T 1 W - 1 5 ’ Y E A R S H A S B E E N D E L U G E D W I T H M A D E L I N E H U N T E R ' S WORK A t U C L A . S H E ' L L H A V E TO B E C O N V I N C E D B E F O R E M O S T O T H E R S w i l l E V E N C O N S I D E R . ( E l AS wE B E C O M E M O R E S K I L L E D I n T R A I N I N G T E A C H E R S , T H E N E E D PCI* R E P E T I T I O n / R E I N F O R C E M E N T I N S C H O O L S W I L L D I M I N I S H — A L S O , AS w e B E C O M E M O R E D I S C R I M I N A T I N G i n R E G A R D T O T E A C H E R S E L E C T I O N AMO M O R E S K I L L E D I N T E A C H E R A S S E S S M E N T , I n S E R V I C E T R A I N I N G , E T C . ( E ) E D U C A T O R S AT T H I S S T A G E A R E T O O C O M P L A C E N T T O i N V t N T S P O N T A N E O U S S I T U A T I O N S F O R T H E I R S T U D E N T S , ( E ) I F E E L T H A T E D U C A T O R S W I L L W E L C O M E NEW I D E A S W H I C H T E N D TO D O W N P L A Y P E P E T T T I D N A N D U T I L I Z E M O R E " S T I M U L A T I N G ” A P P R O A C H E S T O L E A R N I N G . C E ) N O V E L T Y A N O S T I M U L A T I O N C R E A T E M O T I V A T I O N . M O T I V A T I O N I S N O T E Q U A L T O L E A R N I N G , ( E ) R 1 C O M M E N T A R Y - * R E P E T I T I O N W I L L B E N E C E S S A R Y I N A N Y C A S E I F T H E M A T E R I A L I S D U L L , C E ) R2l B A H ! f E ) - * T H I S I S N O T N E W . ‘ ( B ) R 2 : V E R Y I N T E R E S T I N G W H A T D I F F E R E N T P E R C E P T I O N S T H E R E A R E A M O N G A N D B E T W E E N T H E B ' S A N D E ' S , (B D * C A N Y O U E L I M I N A T E 077 ( E ) R E S P O N S E I T H E C O N C E P T H E R E I S T H A T T H E O L D I D E A T H A T P E O P L E L E A R N I N G B Y R E P E A T I N G T H I N G S OR H A V I N G T H E M R E I N F O R C E D M A Y B E M U C H L E S S U S E F U L I N E D U C A T I O N T H A N T H E NEW P R A I N R E S E A R C H W H I C H I N D I C A T E S T H A T I N T E R E S T I S A R O U S E D B Y W H A T I S N O V E L O R U N A N T I C I P A T E D , R 2 » G O O D ! C B ) R 2 S B U T N O V E L T Y I S R E W A R D I N G ! C B ) - * I AM N O T S U R E W H A T " E V E N T S " A N D " D I S C R E P A N T I N F O R M A T I O N " A R E , ( B ) R E S P O N S E * F O R " E V E N T S " , S E E A B O V E , D I S C R E P A N T I N F O R M A T I O N R E F E R S T O I N F O R M A T I O N T H A T D O E S N ' T F I T OR I S D I F F E R E N T F R O M W H A T I S A N T I C I P A T E D . AN E X A M P L E I S A R E D L I G H T T H A T O N E E X P E C T S T O T U R N G R E E N . . . A N D D O E S N ' T . R 2 r W H I C H O N E I S T H A T ? T H E F A C T T H A T I T D O E S N ' T A S E X P E C T E O O C C U R S O N L Y A F T E R M U C H R E P E T I T I O N ! S E E M S W E ' R E B A C K T O S Q U A R E O N E . C O M M E N T S F R O M R O U N D T H R E E A B S O L U T E L Y ! M A N Y " N E W " T E A C H I N G T E C H N I Q U E S O F T H E S B ' S W E R E D R O P P E D B E C A U S E O F T H I S , C E ) " R E P L A C E M E N T " I S V E R Y U N L I K E L Y . T H E A D O I T I O N O F N O V E L T Y I N F O R M A T I O N A N D D E S C R I P T I V E I N F O R M A T I O N , OF C O U R S E , I S D O N E N O W , S O M t W H A T , CB ) * MY R E S P O N S E t o R O U N D T WO C O M M E N T S I S T H A T I F S T U D E N T S a r e t a u g h t h o * t o l e a r n , t e a c h e r s w i l l n o t n e c e s s a r i l y H A V E T O B E R E T R A I N E D . S T U D E N T S M I L L M A N I P U L A T E I N C O M I N G D A T A O N t h e i r OWN h o o k s , I F t h e y K N O W H O W . CB ) T H I S I S a l r e a d y H A P P E N I N G A T P A C I F I C O A K S W I T H S U C H F I N E T E A C H E R S a S P O L L Y M C V I K A R A N O W E ' L L C E R T A I N L Y A D D R E S S T H I S I N O U R P R O G R A M , C E 3 R E P E T I T I O N A N O H E I N f O H C E M E N T A R E N O T N E C E S S A R Y S I N C E S K I L L S AN O I N F O R M A T I O N T H E Y A U G M E N T C A N B E B E T T E R D R I L L E D 8 Y I N T E R A C T I V E C O M P U T E R S , T E A C H I N G O F T H E 3 R ' S A S WE H A V E K N O W N T H E M I S ON I T S WAY O U T , T E A C H I N G A n O L E A R N I N G W I L L B E C O M E M O R E H U M A N A N O C R E A T I V E , P E O P L E W I L L L O V E T E A C H E R S . ( 8 5 T H E R E A R E t i m e s W H E n ' T E A C H E R S H A V E T O U S E S O M E R E P E T I T I O N OR R E I N F O R C E M E N T , C H I L D R E N L E A R N I N D I F F E R E N T T Y P E S O F W A Y S , C H I L D R E N A R E NOW C U N O I T I U N N F . O T O M A N Y S O P H I S T I C A T E D T Y P E S O F E N T E R T A I N M E N T F R O M T E L E V I S I O N A N O E L E C T R O N I C G A M E S , I N O R D E R T O T E A C H T H E M , T E A C H E R S H A V E T O C O M P E T E A N O M A K E L E A R N I N G AS C R E A T I V E A N D N O V E L A S P O S S I B L E ' , q u e s t i o n n u m b e r a NEW A P P R O A C H E S T O M E M O R Y N E U R O L O G I C A L 0 I 3 C 0 V E K I E S T H A T L O C A L I Z E D F A C I L I T I E S O F T H E H I N D O F A L * I T h T H E R E M E M B E R I N G O F D I S T R I B U T E D M E M O R Y S T O R E S W I L L C A U S E E D U C A T I O N T O A C Q U I R E S O P H I S T I C A T E D NEW M E T H O O O L O G Y ON T H E P R O C E S S O F G E T T I N G I N F O R M A T I O N I N T O M E M O R Y A N O C O D I N G I T I N S U C H A WAY T H A T I T I S R E A O I L Y R E T R I E V A B L E , C O M M E N T S F R O M R O U N D O N E * T H I S I S A n O n - S E Q U I T O R , < B ) * ’' C O M P L E T E " R E V I S I O N I S T O O S T R O N G , O T H E R A N T I - A D O I C T I O N M E T H O D S W I L L B E M O R E I M P O R T A N T ( E . G . I S O } . ( B ) * T H I S S H O U L D m e a n A R E V I S I O N O F I D E A S A B O U T H U M A N A D D I C T I O N , ' • N A T U R A L C H E M I C A L S I N T H E B R A I N T H A T I N F L U E N C E S P E C I F I C R E S P O N S E S " I S A D U H 0 S T A T E M E N T , ( 8 ) R E S P O N S E : A B E T T E R D E F I N I T I O N O F E N O O R P H I N S I S W E L C O M E O , * I S U G G E S T " H U M A N A D D I C T I O N T H E O R Y " R A T H E R T H A N " H U M A N A D D I C T I O N " . C E ) * T H I S I S T O O C O N F U S I N G , H U M A N A O O I C T I O N I S N O T C L E A R I N T H I S S E N T E N C E , C E ) * H U T S O M E W I L L A L W A Y S E N J O Y A O O I C T I O N , C E ) • * " C O M P L E T E R E V I S I O N " , I F I N D S O M E O F T H E S E Q U E S T I O N S O V E R S T A T E D , CB ) * T « I S I S m o S P E C I F I C , E N O O R P H I N S A R E O N L Y O N E P O S S I B I L I T Y a m o n g M A N Y . T H E T E R M S , " N E U R O P E O T I O E S " A N O " N E U R O R E G U - L A T O R S , S H O U L O R E U S E D , CB ) * C O M P L E T E R E V I S I O N I S T O O S T R O N G , C B ) * T H I S S O U N D S L I K E D A N G E R O U S C O N T R O L O F T H E H U M A N M I N O I S I N T H E O F F I N G « * I T H T H E U S E O P D R U G S T O DU X T I C E ) * i> - m a T I S T H E R E L A T I O N S H I P B E T W E E N E N D O M O R P H I N S A N O L E A R N I N G ? CB ) C O M M E N T S F R O M R O U N D TWO ★ C O m m E R I C a l S E N I M A R D A T A U N T H I S m a y F I L T E R I N T O T H E S C H O O L S Y S T E M S . C E ) * H I C O M M E N T A R Y - O D E S " D I S T R I B U T E D " M E A N I N T I M E OR S P A C E ? C E ) R E S P O N S E : S P A C E . R 2 : I G I V E U P , W H A T ' S T H E D I F F E R E N C E ? ( E ) * C O M M E N T S F R O M R O U N Q T H R E E * * T H E R E I S T O O M U C H R E L I A N C E I N T H I S I D E A O N T H E C O M P U T E R / B R A I N M O O E L . T H E ” M I N Q M E M O R Y " A N O " B R A I N M E M O R Y " 0 0 N O T S E E M T O B E R E L A T E D I N T H £ R A Y T H I S S T A T E M E N T I M P L I E S , C B ) * WH A T R E S E A R C H I S B E I N G D O N E T H A T T I E S T H E S E T WO T H I N G S , L O C A L * I z e d f a c i l i t i e s a n d " n e w m e t h o d o l o g y , t o g e t h e r ? o r s h o u l d i w a i t F O R T h e R E A D I N G l i s t ? C E ) * t h e l i n k a E T W E E N T H E TWO P A R T S O F T H E Q U E S T I O N I S A T O T A L M Y S T E R Y TO A N Y O N E W O R K I N G U N T H I S , ( B ) * A R E N ' T M E M O R I Z A T I O N T E C H N I Q U E S D O I N G T H I S N O W ? C E ) * C O M P U T E R S W I L L E L I M I N A T E T H E N E E D F O R H U M A N M E M O R Y I N S T U O Y a n o w Q R K S I T U A T I O N S . C O M P U T A T I O N A L A B I L I T Y W I L L A L S O B E U N N E C E S S A R Y . C O M P A S S I O N , L O V E , T R U S T , E N T H U S I A S M , A N O L O V E O F L E A R N I N G W I L L B E M U R E I M P O R T A N T T H A N E V E R . ( B ) 393 D U E S T T G n N U M B E R 9 e n d o r p h i n s a n d e d u c a t i o n I N C R E A S I N G N E U R O L O G I C A L d i s c o v e r i e s a b o u t E N D O R P H I N S ( N A T U R A L C H E M I C A L S I N T H E B R a I N T H A T I N F L U E N C E S P E C I F I C R E S P O N S E S ! W I L L C A U S E A C O M P L E T E R E V I S I O N O F H U M A N A O O I C T I O N A N D I T S T R E A T M E N T , W I T H E D U C A T I O N G A I N I N G V A L U A B L E NEW I N F O R M A T I O N o n HUMAN M O T I V A T I O N A N O B E H A V I O R C H A N G E S I N V O L V E D I N T H E L E A R N - P R O C E S S , C O M M E N T S F R O M R O U N U o n e c o m m e n t s f r o m r o u n d TWO * C O M P L E T E R E V I S I O N I S A B I T S T R O N G . (B) * T H I S I S U N A N S W E R A B L E . D U E S I T M E A N R E V I S I O N I N T H E T R E A T M E N T O F H u m a n A O O I C T I O N T O O R U G S ? ( B ) * i n t e r e s t i n g l a c k o p R E S P O N S E S t o a b o v e q u e s t i o n W H I C H S E E M S A P P P K O P R I A T E ; T H I S I S , w h y S O M U C H O F H Y P E R B O L E ? ( E ) * P I C O M M E N T A R Y - ' * . ' ' C O M P L E T E ' ' R E V I S I O N I S T O O S T R O N G , O T H E R A N T I - a O O I C - T I O n m e t h o d s w i l l B E M O R E I M P O R T A N T ( E . G . L S D ) , CB ) R 2 : r i g h t : C B ) C O M M E N T S f r o m r o u n q t h r e e I O O U B T t h a t T h e l a w W I L L e v e r A L L O W S T U D E N T S t o U S E C H E M I C A L S I N t h e T R E A T M E N T o f A N Y T H I N G . O F C O U R S E , V A L U A B L E I N F O R M A T I O N h I L L B E G A T M E D . ( B ) W I L L T H E D R U G C A U S E M O R E M O T I V A T I O N ? I D O N ' T T H I N K T H E P U b L I C I L L A C C F P T T A K I N G D R U G S T O I M P R O V E Y O U H M l N O , ( E ) » P C U M m F N T a R Y - « 2 ? * C O M P L E T E R E V I S I O N I S A B I T S T R O N G . ( B ) R ^ S C O R R E C T . ( B ) Q U E S T I O N n u m b e r 11 M I N D - B O U Y C O N T R O L P U B L I C E D U C A T I O N W I L L P L A C E P R I M A R Y I M P O R T A N C E ON A S T U O E N T * S A C Q U I S I T I O N O F P E R S O N A L M I N 0 - 3 0 D Y C O N T R O L T H R O U G H M E T H O O O L O G Y R E S U L T I N G F R O M N E U R O L O G I C A L R E S E A R C H B R E A K T H R O U G H S , C O M M E N T S F R O M R O U N O O N E T H E U S E O F " E D U C A T I O N A L T E C H N O L O G Y " I S A P A R T O F N E U R A L " B I O T E C H N O L O G Y " , CB ) T H I S I S A V E R Y O OO C O M P O U N O P R O P O S I T I O N , ( B ) * h a T T Y P E O F E C O N O M I C P R E S S U R E ? P R E S S U R E O N W H A T ? ( E ) I AM U N C E R T A I N HOW E C O N O M I C S D I R E C T L Y A F F E C T S B I Q T E C H N Q - LOGY I N E D U C A T I O N A L S E T T I N G S - I N R E S E A R C H , Y E S , B U T I N E D U C A T I O N A L S E T T I N G S ? C E ) D E F I N E " B I O T E C H N O L O G Y " , T H E L A S T H A L F O F T H I S D E V E L O P M E N T I S V A G U E , C E ) R E S P O N S E : B I O T E C H N O L O G Y I S T H E E X T E N D E D U S E O F H U M A N C A P A C I T I E S T H R O U G H T H E T E C H N O L O G Y O F T H E B O D Y M I N O S Y S T E M , T H I S w i l l H A P P E N M O R E W I T H " E X C E P T I O N A L " S T U D E N T S T H A N R E G U L A R S T U D E N T S , C E ) wh y V E R S U S ? S U R E L Y WE W I L L B E U S I N G T H E NEW C O M M U N I C A T I O N S T E C H N O L O G Y T O T H E F U L L E S T I C B ) E S S E N T I A L , B U T I D O U B T T H A T P O L I C Y M A K E R S W I L L C O O P E R A T E . ( D ) I D O N ' T K N O W T H A T E C O N O M I C P R E S S U R E S S H O U L D B E - OR W I L L H a v E - T H A T M U C H I N F L U E N C E . I W O U L D P R E F E R T O T H I N K T H A T U N D E R S T A N D I N G m o w P E O P L E L E A R N ANO H E L P I N G T H E M T O A C H I E V E H I G H E R L E V E L S O F L E A R N I N G S H O U L D B E T H E " P R E S S U R E " , C E ) T O T A L L Y U N R E A L I S T I C . ( B ) * C O M M E N T S F R O M R O U N O TWO * * D E L E T E " P R I M A R Y " . CM) * I AM P E R S O N A L L Y V E R Y I N V O L V E D i n t h i s . B U T I D O U B T T H A T " P R I MARY" U S E * T L L E v E R A P P L Y ! CB ) * T H I S I S AN - I M P O R T A N T A D J U N C T , Y E S , I B ) * N O T " P R I M A R Y " I M P O R T A N C E . C H A N G E T H A T W U R D A N D T H E D A T E S A N D P R O B A B I L I T I E S C H A N G E T O O , I E ) * I T w u . L P L A C E G R E A T , I F * 'U T P R I M A R Y , I M P O R T A N C E , C E ) * S T I L L V A G U E . I N G E N E R A L A L L O F MY R E S P O N S E S I N F E R MY " H O P E " T H A T E D U C A T O R S « I L L S U P P O R T A T R A N S F O R M A T I O N O F O U R E O U C A T I O n a l S Y S T E M , C E ) * N O A H W E B S T E R S A I D I T S E T T E R Y E A R S A G O , W H A T I S T H E P U R P O S E O F A L L " E D U C A T I O N " V E R S U S " T E A C H I N G " I F N O T C O N T R O L ? P U B L I C E D U C A T I O N W I L L N E V E R P L A C E P R I M A R Y I M P O R T A N C E O N T H E P E R S O N A L , T H A T I S N O T I T S F U N C T I O N N O M A T T E R W H A T T H E L I P * S E R V I C E , C E ) * « l C O M M E N T A R Y - H i : * U S E " N F U R O P H V S I O L O G I C A L R E S E A R C H " R A T H E R T H A N " N E U R O L O G I C A L R E S E A R C H " ' . N E U R O L O G Y I S A S P E C I A L I Z E D M E D I C A L F I E L D . N E U R O P H Y S I O L O G Y I S W H A T . I S M E A N T H E R E . CB ) W2*. Y E S . C B ) R 2 S I ' M G L A D T O H A V E T H I S D I S T I N C T I O N , C E ) . * 1 ? * w o - a y ! E D U C A T I O N I S A W H O L E L O T B R O A O E R T H A N M I N D C O N T R O L T E C H N I Q U E S . C8) W2 1 T H I S P A R T I C I P A N T M I G H T B E N E F I T F R O M E L M E R G R E E N ' S R E M I N D E R T H A N H U M A N B E I N G S A R E A T T H E M E R C Y O F S E N S O R Y I N P U T F R O M T H E I R E N V I R O N M E N T S I N O R D E R TO C O N S T R U C T T H E I R P A R T I C U L A R V I E W QF R E A L I T Y , CB) R 1 S • T H I S W I L L N O T H A P P E N F O R Y E A R S , T O O M A N Y T E A C H E R S A R E A F R A I D , CE) R 2 J I A G R E E . T O O M A N Y T E A C H E R S A R E A F R A I D , ( B ) C O M M E N T S F R O M R O U N O T H R E E * S T U D E N T S M U S T B E A L L O W E D TO O I R E C T , C O N T R O L # A N O C H O O S E E D U C A T I O N F R O M M U L T I P L E R E S O U R C E S I N L I E U O F D I C T A T O R I A L , T U T O R I A L C O N T R A C T S . T E a C H F W S A R E A F R A I D ? ' F I N E ! L E T T H E M H I D E I N TMg CORNER BY T H E M S E L V E S . C B ) * T H I S W I L L N E V E R H A V E " P R I M A R Y " I M P O R T A N C E U N L E S S T H E B R E A K T H R O U G H S A R E A W H O L E L O T G H E A T E R T H E N T H E Y A R E N O W ! C B ) * P R I M A R Y , N O . B U T I M P O R T A N C E , Y E S , C B ) * N E V E R B E C A U S E O F T H E w q H D " P R I M A R Y " . O T H E R W I S E , I T W O U L D B E L A T E R , C E ) * R2 COMMENTARY P 2 I * n E L E T E " P R I M A R Y " . CR ) *t3 S C O R R E C T . C B ) R 2 t * T H I S P A R T I C I P A N T CWHO C O N T R I B U T E D T H A T " E D U C A T I O N I S A W H O L E L O T B R O A O E R T H A N M I N D C O N T R O L T E C H N I Q U E S ) M I G H T B E N E F I T F R O M E L M E R G R E E N ' S R E M I N D E R T H A T H U M A N B E I N G S A R E A T T H E M E R C Y O F S E N S O R Y I N P U T F R O M T H E I R E N V I R O N M E N T S I N O R D E R T O C O N S T R U C T T H E I R P A R T I C U L A R V I E W O F R E A L I T Y , CB ) R 3 l T H I S P A R T I C I P A N T M I G H T FIND O U T T H A T E L M E R G R E E N ' S V I E W I S A B S U R D L Y L I M I T I N G , C B ) QUESTION NUMBER 12 E C O N O M I C I N F L U E N C E S O N B I O T E C H N O L O G Y C U R R E N T A N O I N C R E A S I N G E C O N O M I C P R E S S U R E S w l L L F O S T E R I N C R E A S - I M G r e c o g n i t i o n A N D U S E O F t h e b i o t e c h n o l o g y O F T H E H U M A N a R a I N I N E D U C A T I O N A L S E T T I N G S V E R S U S T H E C U R R E N T U S E O F e d u c a t i o n a l H A R D W A R E , C O M M E N T S F R O M R O U N D O N E I M P E R A T I V E ! ( B ) I ' M D O I N G S O M E O F T H I S N O N . ( E ) t AM N O T S U R E W H A T B E L I E F A N O A T T E N T I O N H A V E T O 0 0 ■ i I t h i t . c b ) V A G U E . C E ) U S E T H E T E R M " B R A I N / M I N O " R A T H E R T H A N S K A I N , AN A C C E P T E O D E F I N I T I O N OF R K A I N A N O M I N O C A N E X I S T A S A P A R A O I G M , ( E ) T H I S - I L L N O T H A P P E N U N T I L C L A S S S I Z E G E T S A L O T S M A L L E R , T Y P I C A L L Y T H E R E A R E 4 0 I N A C L A S S A N O F I V E C L A S S E S A 0 A Y , ' / ' I M P O S S I B L E ! C E ) T h E R E ' S A L O T O F J A R G O N I N T H I S O N E ! D O E S T H I S M E A N l e a r n i n g s t y l e s ? R E S P O N S E : L E A R N I N G S T Y L E S I S I N C L U O E D , B U T T H E P O I N T OF T H I S F U T U R E D E V E L O P M E N T I S T H A T I N C R E A S E D N E U R O L O G I C A L I N F O R M A T I O N A B O U T P H E N O M E N O N S U C H AS B E L I E F , A T T E N T I O N , A N O E N C O O I N G S T Y L E S O F L E A R N E R S P H O V I O E S a C L E A R E R U N D E R S T A N D I N G O F S U C * E D U C A T I O N A L I N T E R E S T S A S L E A R N I N G S T Y L E S , I * 0 n 0 £ R W H A T I S M E A N T B Y I N D I V I D U A L " B E L I E F " , I S E E I N O I V - I Oil A L I Z I N G A L E A R N I N G E X P E R I E N C E B A S E D ON AN I N D I V I D U A L ’ S A T T F N T i r i N A N D E N C O O I N G S Y S T E M S , B U T TO GO I N T O B E L I E F S Y S T E M S I S T I N G E D W I T H U N C O M F O R T A B L E F E E L I N G S F O R M E , C E ) T M M U U G H O U T t h i s S T U O Y I S T H E P R E M I S E T H A T B R A I N R E S E A R C H P R O V I D E S I N F O R M A T I U N A B O U T T H E O P E R A T I O N S O F T H E M I N D . I C H A L L E N G E t h e A S S U M P T I O N T H A T B R A I N R E S E A R C H H A S C O N T R I B U T E D a n y t h i n g S I G N I F I C A N T TO w a RD U N D E R S T A N D I N G T H O U G H T , P E R C E P T I O N C A T T A C H t N G M E A N I N G S TO S E N S E D I N F O R M A T I O N ) , L E A R N I N G , C O N S C I O U S N E S S , A W A R E N E S S , M E M O R Y E F F I C I E N C Y - N O R HQW TQ I M P R O VE T H E S F F U N C T I O N S , CB ) C O M M E N T S F R O M R O U N O TWO * b i o t e c h n o l o g y i n v o l v e s t h e o l d e s t m e t h o d s o f l e a r n i n g t h a t T H E R E A R E a n o t h a t h a v e b e e n u s e d i n t u i t i v e l y F O R 4 , 0 0 0 Y E A N S A T L E A S T , T H E Y W I L L F I N O ' T H E I R WAY B A C K , ( B ) v * T H T S W I L L H A P P E N F O R O T H E R R E A S O N S , C B ) * I F A L L G O E S A S I T H A S B E E N , B U T T H E R E C O U L D B E D R A S T I C E C O N O M I C D I S L O C A T I O N S W H I C H C O U L D R A T H E R G R E A T L Y S P E E D OR R E T A R D T H E A B O V E , ( B ) * I T ' S MY O P I N I O N T H A T V E S T E D I N T E R E S T S O F P O L I T I C I A N S A N O P U B L I S H E R S T O M A I N T A I N T H E S T A T U S Q U O W I L L H A K E T H I S T O U G H T O ’ A C C O M P L I S H , P L U S , A G A I N , I T W I L L T A K E A NEW B R E E D O F E D U C A T O R S WHO A R E D E P E N D E N T O N P R E P A R A T I O N F R O M S C H O O L S / C O L L E G E S O F E D U C A T I O N — ■ T H A T S U F F E R F R O M S I M I L A R S T A T U S QU O N E E D S , ( B ) * P O L I C Y M A K E R S A R E T O O C A P U T R E O B Y P A S T , S T A T U S Q U O R E A S O N * I N G A N D B A S I C A S S U M P T I O N S , C B ) * E C O N O M I C S MAY H A V E A R E V E R S E E F F E C T I N P U T T I N G T E C H N O L O G Y T O U S E . C F ) R I COMMENTARY * w h a t T Y P E o f E C O N O M I C P R E S S U R E ? P R E S S U R E ON W H A T ? C E ) * I AM U N C E R T A I N HOW E C O N O M I C S D I R E C T L Y A F F E C T S B I O T E C H * N O L O G Y I N E D U C A T I O N A L S E T T I N G S - I N R E S E A R C H , Y E S , B U T I N E D U C A T I O N A L S E T T I N G S ? C E ) * 2 : F O R T H E S A K E O F T I M E , I ' L L R E F R A I N F R O M C O M M E N T E X C E P T T O R E C O G N I Z E MY I G N O R A N C E OF T H E C A P P A R E N T ) W I D E S P R E A D I G N O R A N C E / N A I V E T E R E G A R D I N G P O L I T I C S 1 CB ) - * O F F I N E ' • B I O T E C H N O L O G Y " , T H E L A S T H A L F O F T H I S O E * V E L O P M E N T I S V A G U E . C E ) R E S P O N S E : B I O T E C H N O L O G Y I S T H E E X T E N D E D U S E O F H U M A N C A P A C I T I E S T H R O U G H T H E T E C H N O L O G Y O F T H E B O O Y M l N O S Y S T E M , K 2 : I T W O U L D h a v e B E E N 8 E T T E R T O U S E T H I S P H R A S E I N T H E O R I G I N A L D E V E L O P M E N T . ( B ) C O M M E N T S F R O M R O U N O T H R E E r T H E R E I S P R E S E N T L Y L I T T L E U S E O F E D U C A T I O N A L H A R O w A R E . T H E R E W I L L P R O B A B L Y W I L L » £ M O R E O F I T , HOW T H E B I O T E C H N O L O G Y O F T h e B R A I N C O U L D A V O I D T E C H N O L O G I C A L H A R D W A R E i s u n c l e a r , t h e q u e s t i o n I S C O N F U S E D . C B ) * T H t C U R R E N T E C O N O M I C P A R a O I G M I S I N C A P A B L E O F A O M I T T I N G S U C H A P R O A C T I V E R E S P O N S E . H O P E F U L L Y , T H I S w i l l c h a n g e B E C A U S E O F I T S O wn I M P E R A T I V E S , A N O W I T H I T , I N C R E A 5 E 0 R E C O G N I T I O N AMO S U P P O R T F O R B I O T E C H N O L O G Y M A Y H A P P E N . CB ) * T E X T B O O K S ARE A h S O L U T E W H E N P U B L I S H E O I N MANY C A S E S . • C A U S E a n d E F F E C T A N O A L T E R N A T I V E F U T U R E S MUST C O M E F R O M w i t h i n . ( E ) HA v T N G R E C E N T L Y S E E N T H E C U R R E N T H A R D W A R E A T S E V E R A L WORK S H O P S / C O N V E N T I O N S , I AM V E R Y D I S C O U R A G E D A B O U T THfe U S E O F B I O T E C H N O L O G Y — I T MAY D E P E N O ON A D O P T I O N ^ E ) ^ MUI' T I " a i G C O R P O R A T I O N ANO T H A T C O U L D B L O W I T ! w £ H A V E N ' T E V E N S T A R T E D U S I N G H A R D W A R E Y E T , B U T M U C H T I O N * ° N A B O U T T H E B R A I N W I L L B E U S E D I N £ D U C A « *• I T h a s H A P P E N E D A N D W H E N T H I S S A Y S L E S S T H A N 10 * I T C O U L D M E A N , 0 0 ( 1 * 1 X 1 C B ) Q U E S T I O N N U M B E R 1 3 B R A I N AS a M O D E L B U I L D E R M U C H M O R E S O P H I S T I C A T E D a t t e n t i o n I N E D U C A T I O N A L . S E T T I N G S - I L L ME G T V F n T O I N D I V I D U A L B E L I E F , A T T E N T I O N , A N O P E R S O N A L * E N C O D I N G S Y S T E M S O F L E A R N E R S B A S E D ON G R E A T E R U N D E R S T A N D I N G O F t h e F R A i n AS A M O D E L B U I L D E R O F P E R C E I V E D R E A L I T Y , * C O M M E N T S F R O M R O U N D O N E * * T H E R E S U L T S A R E L I K E L Y , B U T N O T F O R T H E R E A S O N S G I V E N ' , ( B ) * TO O 8 R G A 0 U F A S T A T E M E N T , W H A T I S T H E P R I N C I P L E O F H O L O G R A P H Y ? ( E l R E S P O N S E ! H O L O G R A P H Y I S T H E C O N C E P T T H A T T H E W H O L E I S E N F O L D E D i n t o e a c h o f i t s p a r t s S O t h a t T H E w h o l e I S T H E R E F O R E D I S T R I B U T E D A C R O S S E V E R Y P A R T . * B U T I D O U B T T H A T S O C I E T Y W I L L M O V E T O T H I S L E V E L O F R E C O G N I T I O N I M T H E N E X T 2 0 Y E A R S , C E ) * I * M n o t S U R E w h a t H O L O G R A P H Y I S , H O L I S T I C E D U C A T I O N I S I m p o r t a n t . C E ) * T H I S W I L L N O T O C C U R F O R Y E A R S U N T I L T H E S C H O O L S O F E D U C A T I O N C H A N G E . C E ) * " H O L O G R A P H Y " A N D " h P L I S T I C E D U C A T I O N " M A Y H E E D A O E F I N T I O N A n D E X A M P L E S . ( E ) * I D O U B T T h e I M P L I C A T I O N S - I L L B E SO R E V O L U T I O N A R Y , ( B ) * T h e h n l C G R A m I S - C h l y A * £ T a P H O R F O R B R A I N A N D F O R M I N D , I T - I L L H E R E P L A C E D B Y B E T T E R M O D E L S , M O R E C L O S E L Y R £ - L A T E O TO F I E L D T H E O R Y I N P H Y S I C S , ( 9 ) * THE I M P L I C A T I O N S O F T H I S N E E D T O 3 E C L A R I F I E D . CB ) * C O M M E N T S F R O M R O U N D TWO * « Tnfc D E G R E E T P w u I C H T H I S - I L L H A P P E N I S C E R T A I N L Y Q U E S T I O N - AH l_6. . B U T I T - I L L C E R T A I N L Y m A P P E N I N A L I M I T E D W A Y . CBJ * v a g u e . ( 8 ) • P H n v I ij T *j G 'J E U P O L C G I C A L W6 S E A RCHfc R S ANO E D U C A T O R S C A N C o m m u n i c a t e a N D T A K E T H E I N I T I A T I V E TO S H A R E T H E E F F O R T , P R E S E N T L Y , I E E t e ^ M O S T E D U C A T O R S A R E T O O R E S I S T I V E TO C H A N G E ANQ R O S T N E U R O L O G I C A L R E S E A R C H E R S - E S P E C I A L L Y T H O S E TN M E D I C I N E - A R E T O O E L I T I S T A N C T H E O R E T I C A L T O a C C U N U O A T E T H E N E C E S S A R Y M E R G E R , C B ) * T H I S R I L L H A P P E N O N L Y W H E R E T H E P H Y S I C A L , P S Y C H O L O G I C A L R E S U L T S A R E K N O W N A N D V A L U E O . ( E ) * I C A N S E E E D U C A T O R S A C C E P T I N G S T U D E N T S " W H E R E T H E Y A R E " , ANO M O V I N G I n t o H I G H E R R E A L M S F R O M T H E R E , C E ) * T H I S I S C O N S I S T A N T W I T H E F F O R T S T O " I N D I V I D U A L I Z E " QR " P E R S O N A L I Z E " E D U C A T I O N , C E ) a I AM T R O U B L E D 8 V T H E I M P L I C A T I O N O F A L T E R A T I O N S O F B E L I E F P A T T E R N S A S O P P O S E D T O I N F O R M A T I O N A C Q U I S I T I O N , ( E ) * R 1 C O M M E N T A R Y - * T H R O U G H O U T T H I S S T U D Y I S T H E P R E M I S E T H A T B R A l N R E S E A R C H P R O V I D E S I N F O R M A T I O N A B O U T T H E O P E R A T I O N S OF T H E N I N O . I C H A L L E N G E T H E A S S U M P T I O N T H A T B R A I N R E S E A R C H H A S C O N T R I B U T E D A N Y T H I N G S I G N I F I C A N T T O W A R D U N D E R S T A N D I N G T H R O U G H T , P E R C E P T I O N ( A T T A C H I N G M E A N I N G S TO S E N S E O I N F O R M A T I O N ) , L E A R N I N G , C O N S C I O U S N E S S , A W A R E N E S S , M E M O R Y E F F I C I E N C Y - N O R HQW T O I M P R O V E T H E S E F U N C T I O N S . C B ) R 2 : I A G R E E ! I A G H E h V E R Y M U C H W I T H T H I S C O M M E N T , - T H E R E A R E I M P O R T A N T E X P L O R A T I O N S G O I N G ON O F " M I N O " I T S E L F A S I T I N T E R F A C E S W I T H B R A I N . W£ N E E D T O B E M U C H M O R E C L E A R A B O U T T H E R O L E O F M T N O I N A L L O F T H I S . ( B ) R 2 * a m E N i R E R E A D W I L L I A M B A L K E WHO A L R E A D Y L A I D I T O U T W I T H O U T T H E A I D O F B I O T E C H N O L O G Y , * C O M M E N T S F R O M R O U N O T H R E E * * THE " S R A I M " I S G I V E N F A R T O O M U C H S I G N I F I C A N C E I N T H I S S T U D Y " B E L I E F " I S P R O B A B L Y N O T A HR A I N - C A U S E O A S P E C T QR A T T R I B U T E of a p e r s o n e v e n t h o u g h a b e l i e f n o d o u b t h a s b o t h l i m b i c AMD C U R T T C A L C O R R E L A T E S . CB ) » I A G R E E W I T H T H E S T A T E M E N T T H A T A T T E N T I O N W I L L B E G I V E N , m o w E F F F E C T I V F ( I n T E R M S Q F I N C R E A S E D L E A R N I N G ) T H A T A T T E N T I O N - G I V I N G W I L L B E I S A N O T H E R Q U E S T I O N . CB ) * rnrs I S O I F F I C U L T i f n o t I M P O S S I B L E w i t h 2 0 0 P L U S S T U D E N T S P E R n a Y 1 ( E ) * Y E S AN D C O M P U T F R S w I L L m a k e T h I S P O S S I B L E S I N C E T H E Y HAVE T h e P U T E M T I A L f o p F U R N I S H I N G t h e M E M O R Y a n o S P E E D TO DO I T , a n d t o r e l i e v e t f a c h e k s o f t h e r e p e t i t i v e t a s k s o f i n d i v i d ual p r o b l e m s . T E A C H E R S - I I I B E N E E D E D m o r e t h a n e v e r , b u t TN A C R E A T I V E W A Y . CB) * I AM T R O U B L E D 3 Y T H E I M P L I C A T I O N O F A L T E R N A T I O N S O F B E L I E F P A T T E R N S A S O P P O S E D t o I N F O R M A T I O N A C - u u I S I T I O m . C E ) R 3 J T H E S E L E C T I O N O F I N F O R M A T I O N I S B A S E D ON AN O S U P P O R T S A B E L I E F S Y S T E M . T H E Y A R E B E I N G C R E A T E D A N O M O D I F I E D I N E V E R Y C L A S S R O O M E V E R Y O A V . ( B ) q u e s t i o n n u m b e r 14 H O L O G R A P H I C B R A I N - H O L O G W A P H I C U N I V E R S E ' s o c i e t a l R E C O G N I T I O N o f t h e P R I N C I P L E o f H U L O G H A P H V i n 3 0 TH T H E 0 R G A N I 2 A T I I 0 N O F T H E H R A I N A N O THfc P H Y S I C A L U N I V E R S E - I L L P R O V I D E E D U C A T I O N w j T h a u m e i e d - , P H I L O S O P H I C A L R A T I O N A L E F O R H O L I S T I C E D U C A T I O N A N O T H E R A D I C A L C H A N G E S I N C U R R E N T M E T H O D O L O G Y A N O C U R R I C U L U M T H A T S U C H A R A T I O N A L E N E C E S S I T A T E S . C O M M E N T S F R O M R O U N O O N E T H E R E S U L T S A R E L I K E L Y , B U T N O T F O R T H E R E A S O N S G I V E N , I S ) T H I S I S H A P P E N I N G N O N , ( E ) I D I S L I K E S E E I N G M A C H I N E S T A K E O V E R ! ( E ) O D D T O J O I N C O M P U T E R A N O I N F O R M A T I O N P R O C E S S I N G M O D E L S TO R E T R I E V A L M E C H A N I S M S I N M E M O R Y A S O P P O S E D T Q L O T S O F O T H E R A S P E C T S , ( B ) C O M M E N T S F R O M R O U N O TWO A S F U R T H E R R E S E A R C H U N F O L D S , T H I S C O N C E P T W I L L 0 E E X T E N D E D . f R ) t h e n £ w F O R M U L A F O R T H E M A S S E S , " E V E R Y T H I N G I S E V E R Y W H E R E A L L T H E T T M E " . C B ) * € A R E E X P L O R I N G T H I S NOW. ( B ) I F " H O L I S M " R E P L A C E S " H O L O G R A P H Y " , I W O U L D B E M O R E C O M F O R T A B L E W I T H T H E S T A T E M E N T . C B ) S A C L Y , O U R " S C H O O L S Y S T E M S " A R E S T R U C T U R E D I N P R E C I S E L Y T H E WRO NG 1 a y TO M a k e t h i s L I K E L Y T O H A P P E N . I S E E A G R E A T E R P R O B A B I L I T Y O F I N D I V I D U A L S U S I N G T H E S E P R I N C I P L E S O U T S I D E t h e " S Y S T E M " , I . E . I N P R I V A T E S C H O O L S , E A R L Y C H I L D H O O D P R O G R A M S , E T C . C E ) T H I S A L M O S T S A Y S S O M E T H I N G . A G A I N B L A K E S A I D I T M O R E D I R E C T L Y a n d S I M P L Y . I Q O N r T E X P E C T I T T O , I T W O U L D N ' T R E P a I R B U T I T M I G H T B E R E C A S T I N T O E N G L I S H . C E ) P I c o m m e n t a r y - * T M £ I M P L I C A T I O N S O F T H I S N E E D TO B E C L A R I F I E D . CB ) R g: -owl cp) • I D O U B T T H E I M P L I C A T I O N S W I L L b E SO R E V O L U T I O N AR Y . ( 8 ) R 2 ? I N D E E D T H E Y W I L L ! 11 C B ) * ' T h e H O L O G R A M I S O N L Y A M E T A P H O R F O R B R A I N A N O F O R M n r . I T W I L L B E R E P L A C E D B Y B E T T E R M U D E L S , M O R E . C L O S E L Y R E L A T E D T O F I E L D T H E O R Y I n’ P H Y S I C S . CB ) P 2 ! 1 A G R E E S T R O N G L Y A N D A N S W E R F R U M T H I S P R E M I S E . C B ) * C O M M E N T S F R O M R O U N D T H R E E * * WHY I S T H I S Q U E S T I U N SO O V E R S T A T E D ? T H E P R I N C I P L E O F H O L O G R A P H Y I S N O T N E W . T H E R E I S AS Y E T NO C L E A R S E N S E O F W H A T TO 0 0 D I F F E R E N T L Y I n M E T H O D O L O G Y A N D C U R R I C U L U M B E C A U S E O F I T , I F A N Y T H I N G . P R O B A B L Y I T W I L L H A V E S O M E E F F E C T , B U T N O T OF T H E O R D E R S U G G E S T E D H E R E . CB ) * B Y 2 P IP B T H E R E m a y B E B E T T E R M O D E L S . CB ) * T H I S I S G O I N G T O B E M O R E O F AN I N D I V I D U A L A T T E M P T , W H I C H O F C O U R S E A C C O R D I N G T O T H E H O L O G R A M T H E O R Y W I L L A F F E C T A L L O F S O C I E T Y E V E R Y W H E R E , ( E ) 402 Q U E S T I O N N U M B E R 1 5 C O M P U T E R flNO I N F O R M A T I O N P R O C E S S I N G M O D E L S C O M P U T E R AN O I n f o r m a t i o n p r o c e s s i n g M O D E L S W I L L b e o f g r e a t v a l u e i n P R O V I D I N G E D U C A T I O N A L M E T H O O O L O G Y w i t h a b a s i s f o r HOW m C O D E T H E R E T R I E V A L M E C H A N I S M S O F M E M O R Y , * C O M M E N T S F R O M R O U N O O N E * * T H E R E S U L T S a r e L I K E L Y T O O C C U R , B U T N O T F O R T H E R E A S O N S G I V E N , c a i * A G A I N , T H I S H I L L B E I N F L U E N C E D B Y C L A S S S I Z E A N D T I M E , ( E ) * I am N O T S U R E W H A T T H I S O N E R E A L L Y M E A N S , ( E ) * I D O N i T S E E W H E R E T h E '• A T T E N T I O N A L A N D O R G A N I Z A T I O N A L C O G N I T I V E P R O C E S S E S O F T H E B R A I N " A R E T H E O N L Y T H I N G S , A N D T H f c R E a R E L O T S O F O T H E R B A S E S F O R I N D I V I D U A L I Z I N G , C B ) * T H E F I R S T H A L E O F T H E S T A T E M E N T M A K E S S E N S E , B U T I D O N * T S E E H O * I T - I L L - O R K I N T H E S E C O N O P A R T , C E ) • C O M M E N T S F R O M R O U N D TWO * I D O U B T I T , C B ) I D O N ' 1 T H I N K C A U S E « F L O V E I T W I L L w O R K , B U T I T H I N K M E C H A N I S T I C M O D E L S , CB ) I T W I L L S E T R I E D B E - t h i s O O F S N O T R E F L E C T T H E T I M E V A L U E O F T H £ C O M P U T E R I N E D U C A T I O N . T H E h E A L V A L U E L I E S I N F R E E I N G T H E S T U D E N T a n o T E A C H E R F R O M T H E C O M P E T I T I V E A N D R E P E T I T I V E T A S K S B Y O F F E R I N G AN O P E N W I N D O W T O K N O W L E D G E , O N L Y T H E P R O F I T rn T I V E s t a n d s i n t h e W A Y , f B ) • I t)flN ' T B E L I E V E T H E Y w I L L B E OF G R E A T V A L U E , CB) * T H I S w I L L R E D O N E 3 Y S E L E C T G R O U P S . C E ) • v o S v NF Y , s t e m OR LACK o f i t , SUCH AS T H I S . , - I L L B E A M A J O R C E ) B A R R I E R TO A • C O M M E N T S F R O M R O U N D T H R E E * a g a i n , t u g m u c h f a i t h i n t h e : c o n c e p t t h a t m i n o a n d b r a i n a r e C O N S T R U C T E D L I K E O U R P R E S E N T " I D I O T " C O M P U T E R S , S O M E T H I N G C A N B E L E A R N E D B Y T H I N K I N G A B O U T C O M P U T E R S , B U T H O T BY T R Y I N G T O M I M I C T H E M , CB ) * E L E C T R O N I C A N D C O M P U T E R I N D U S T R I E S A R F T H E H O S T E C O N O M I C A L L Y S A N E A N D A C T I O N - O R I E N T E D F A C T O R S A R O U N D , CB) * C O M P U T E R T H E R A P Y i n t h e F I E L D o f P S Y C H O L U G Y I S A L R E A D Y S U C C E S S F U L , I F I N L I M I T E D A R E A S , C E ) * D I D S O M E O F T H E R O U N D T WO C O M M E N T S C O N F U S E U S E O F C O M P U T E R S W I T H T H E D E V E L O P M E N T O F M E M O R Y M E C H A N I S M S M O D E L E D A F T E R C O M P U T E R M E C H A N I S M S ? D O N « T F O R G E T , T H E M I N D / B R a I n I S M O R F T H A N a C O M P U T E R ; I T I S T H E C O M P U T E R P R O G R A M M E R A S * E L L I C E ) * MY H U N C H I S T H E S E P R O C E D U R E S W I L L B E U S E D M O R E W I T H A F F L U E N T , G O A L - O R I E N T E D S T U D E N T S I N M O R E P U S H - U R 1 E N T E P D I S T R I C T S , C E ) * T H I S Q U E S T I O N E X H I B I T S T H E C U R R E N T M I S U N D E R S T A n O I N G A B O U T C O M P U T E R S . I N R E A L I T Y T H E Y W I L L B E U S E D A S WE NOW U S E A U T O M O B I L E S , B U T T H E H I G H W A Y S W I L L B E T H E A V E N U E S O F K N O W L E D G E , I N O E E D , C O M P U T E R S A N D C O M M U N I C A T I O N S W I L L R E P L A C E T R A N S P O R T A T I O N A S A WAY U F L I F E , C 8 ) * M O D E L S I O O U B T . T H E U S E O F C O M P U T E R S , Y E S I N O E E O , ( B ) * C U R R E N T L Y I N T H E E L E M E N T A R Y S C H O O L S I F E E L T E A C H E R S DO N O T A P P R E C I A T E OR T R U S T C O M P U T E R R E S U L T S , C E ) *'404 Q U E S T I O N n l m B F R 1 M N E U R O L Q t I C A L L v - H A S F 0 I N D I V I DU AL I Z AT I nr. A C C F P T A N C E OF I N n l V I U u A L l Z A T I O N OF T H E I f c A R M N G P R O C E S S A N D C O N S E Q U E N T V A R I E T Y I n I N S T R U C T I O N A L D E S I G N I n P U B L I C S C H O O L s e t t i n g s - i l l R E S U L T F R O M d e t a i l e d I N F O R M A T I O N ON T H E A T T E N T I O N A L ANO O R G A N I Z A T I O N A L C O G A' I T I Vfc P R O C E S S E S O F T H E B R A I N , C O M M E N T S F R O M R O U N D O N E * T H E R E S U L T S a RE l t k * M O N F Y I S T H E F a C T O R * T H I S I S W H E R E I - 1 £ H * P U R E F A N T A S Y . f B ) E L Y , B U T N O T F O R T H E H E R E . C E ) L L B E G I N , ( E ) R E A S O N S G I V E N , C B ) C O M M E N T S F R O M R O U N O T WQ * T H I S W I L L H A P P E N Q U I C K L Y W I T H " N O N - L E A R N E R S " . I T W I L L T A K E A W H I L E T O E X . T E N D T O T H E W H O L E P O P U L A T I O N W I T H I N A P A R T I C U L A R S C H O O L , C 8 ) * Y E S , T H E N T H E U S E O F T H E C O M P U T E R I N A N O P E N L E A R N I N G M O D E . CB ) * T H E R E I S A L R E A D V A B U N D A N T R E A S O N T O I N D I V I D U A L I Z E , B U T L I T T L E I S D O N E . I S E E L I T T L E R E A S O N T O E X P E C T I N D I V I D U A L I Z A T I O N T O O C C U R F O R T H I S R E A S O N E I T H E R , C B ) * I D O N ' T C O N C U R W I T H T H E R E A S O N , C E ) * I N D I V I D U A L I Z A T I O N I S A L R E A D Y T H E " T R E N Q " , T H I S A D O S A B E T T E R R E A S O N W A Y / R E A S O N F O R D O I N G I T , C E ) * WHO W I L L C O O R D I N A T E S U C H A M O M E N T U O U S P R O J E C T ? ! C E ) * T H I S I S I N P R O C E S S N O W . C E ) * A C T U A L L Y ui e A L R E A D Y K N OW T H I S A N D H A V E D E S I G N E D M A R V E L O U S I N D I V I D U A L P R O G R A M S , T H E Y A R E I N P A R T A M A N a G E m E T n T P R O B L E M , T H I S I S , N O T E V E R Y O N E I N A W R I T I N G C L A S S H A S T H E S A M E N E E D S , A B I L I T I E S , A N O SO ON A S I M P L I E D I N I N T H I S I T E M . Y E T H O w D O E S O N E D E A L W I T H A L L T H E V A R I E T Y OF I N D I V I D U A L N E E D S S I M U L T A N E O U S L Y W H E N A L L W R I T I N G N £ £ o S AN A U D I E N C E ? S O M E P E O P L E A R E I M P R E S S E D B Y " T I O n " , F O R I N S T A N C E , h o w DO I G E T T H I S T O I M P R O V E I F T H E A U D I E N C E I S A05 S E L E C T E D - - S C H O O L S O F E D U C A T I O N — D E A L I N J A R G O N A N D JUNK W R I T I N G ? T H I S Q U E S T I O N P R E S U M E S " E D U C A T I O N " I S C O N C E R N E D A B O U T T H E I N D I V I D U A L , L I T T L E E V I D E N C E T O S U P P O R T t h i s t h o u g h t h e n e e d i s t h e r e , c f ) * C O M M E N T S F R O M R O U N D T H R E E * * I N D I V I D U A L I Z A T I O N is C O M I N G F O R L O T S O F R E A S O N S , T H E C O N - T R I P U T I O N o f b r a i n p r o c e s s I N F O R M A T I O N m i l l b e a s m a l l P A R T O F I T , N O T T H E C O R E , C B ) * HE N E E D M O R E T E A C H E R S P E R C H I L D R E N I N T H E C L A S S R O O M T O E F F E C T T H I S P R A C T I C A L L Y — A N O M U C H H I G H E R S A L A R I E S , C E ) * MY E D U C A T O R C O L L E A G U E S S E E M T O H A V E R E S P O N O E D T O R E A O I N S T H E C A T C H W OR D " I N D I V I D U A L I S M " I N S E T T I N G T H E E A R L I E S T D A T E OF U S E W I T H O U T T I E I N G I T T O T H E C A U S E G I V E N F O R A P A R T I C U L A R K I N O O F I N D I V I D U A L I S M , C E ) * T H I S C A N R E I M P L E M E N T E D B Y C O M P U T E R S , G R A P H I C S , A N O C O M M U N I C A T I O N S AS T H E Y E X I S T T O D A Y , C O M P U T E R S C I E N C E D E P A R T M E N T S I N U N I V E R S I T I E S M U S T S O O N G E A R U P T O T R A I N T E A C H E R S B E F O R E T H E S T U D E N T S P A S S T H E M U P , ( B ) Q u e s t TON N U M B E R 1 7 N E i i R O L O G I C A L L Y - T N F I . U E N C E D C U R R I C U L U M A N D M E T H O D O L O G Y I N C R E A S I N G . N E l ' P D L O G I C A L E V I D E N C E O F T H E V A R I E T I E 5 I N B R A I N O R G A N I Z A T I O N » I L L I N F L U E N C E a m u c h G R E A T E R V A R I E T Y O F C U R R I C U L U M D E S I G N A N D M E T H O U O L O G Y I N P U B L I C S C H O O L S E T T I N G S , C O M M E N T S FROM R O U N O U N E a T H E R E S U L T S A R E L I K E L Y , B U T N O T F O R T H E R E A S O N S G I V E N , ( 0 3 * a h A T I S ' ' D O M I N A N T L I N E A R P R I N T F O R M A T 1' ? ( 8 3 R E S P O N S E : ' ' D O M I N A N T L I N E A R P R I N T F O R M A T " R E F E R S TO T H E C O M M O N L Y U S E D V E R B A L , P R I N T T Y P E O F E D U C A T I O N A L T E S T A S C O M P A R E D T O O T H E R T E S T I N G P O S S I B I L I T I E S S U C H A S V I S U A L , K I N E S T H E T I C , E X P E R I E N T I A L , E T C , F O R M A T S , * G I V E AN E X A M P L E O F AN A L T E R N A T I V E T E S T I N G F O R M A T , ( E 3 R E S P O N S E ! S E E A B O V E , * T O O M A N Y a r e A F R A I D O F T E S T S , E V E N I Q T E S T S A R E O U T , ( £ 3 * I h o p e SO 1 ( 9 3 C O M M E N T S f r o m R O U N D t w o * I AM V E R Y H O P E F U L H E R E , h e N E E D T O K N OW A L O T M O R E , ( 8 3 * O O E S T H I S m e a n FROM P E R S O N T O P E R 5 0 N OR W I T H I N E A C H P E R S O N F R O " t i m e T O T I M E ? CB3 * I N MY O P I N I O N , T H I S - I L L b e w h e r e P O L I T I C A L a n o E D U C A T I O N A L F O R C E S " I L L F E E L S A F E I N " G E T T I N G I N T O T H £ A C T " , B U T , P E R H A P S F O R T H E W R O N G R E A S O N S , ( 0 3 * P R O V I D I N G N E U R O L O G I C A L R E S E A R C H E R S A N D F D U C A T O R S C A N C O M M U N I C A T E AND T a k e t h e I N I T I A T I V E T O S H A R E T H E E F F O R T , P R E S E N T L Y , I F E E L M O S T E D U C A T O R S A R E T O O R E S I S T I V E TO C H A N G E A N O M O S T N E U R O L O G I C A L R E S E A R C H E R S - E S P E C I A L L Y T H O S E I N M t O I C I N E - A R E TOO E L I T I S T a n d T H E O R E T I C A L TO A C C Q M D O A T E T H E N E C E S S A R Y M E R G E R . C B ) I T "II L H A P P E N , a ij T " C U R R I C U L U M O E S T G N " I S A S Y S T E M - l E V E L P R O C E S S , AMO C H A N G E S I N T H E 3Y S T F M I T S E L F A R E N O T O R I O U S L Y " A Y " E h T . '. 'O R E S E A R C H E V I D E N C E , ( E 3 * T H I S I S T O U L A R G E a P R O D U C T TO B E * I D E S P R E A O , ( E 3 * T H I S P R E S U M E S " P U B L I C E D U C A T I O N " is F R E E OF P O L I T I C A L ANO E C O N O M I C C O N T R O L . CE) C O M M E N T S F RO M H O U N D T H R E E * P O S S I B L Y , n F P E N O I N G UN WHAT T H E R E S E A R C H F I N D S . ( B ) * T h i s « I L L H 4 P P E N i n R I C H , E L I T I S T S C H O O L S . CB) * T H E R E I S A T O N E F R O M T H E R O U N D T w o B R A I N R E S E A R C H E R C O M M E N T S T H A T " E D U C A T O R S WHO ARE T OO R E S I S T I V E TO C H A N G E " I S A M A J O R D E T E R R E N T TO E N H A N C E D A C H I E V E M E N T . I KNOW NO E O U C A T O R WHO R E S I S T S C H A N G E w h e n A C H I E V E M E N T I M P R O V E M E N T CAN C L E A R L Y BE D E M O N S T R A T E D , WE ARE V U L N E R A B L E TO E L I T I S T R E S E A R C H E R S w h o s e e x p e r t i s e e x c e e d s T h e R E A L I T Y B A S E F RO M w h i c h w E O P E R A T E . CE) * WE n o w h a v e " S C H O O L S W I T H S C H O O L S , A L T E R N A T I V E S C H O O L S , WORK S T U D Y P R O G R A M S , V O C A T I O N A L S C H O O L S , E T C . T H I S T R E N D M U S T C O N T I N U E . ( E ) * T E A C H E R S H A V E B E E N R E S I S T I V E S I N C E T H E Y H A V E NOT B E E N G I V E N T H E T O O L S T C B R I N G I T A B O U T AN O H A V E N O T B E E N T R A I N E D T H A T I T I S E V E N P O S S I B L E . I N S T E A D OF R E S I S T I N G , 1 H E Y m u s t NOw L E A D t h e way I N A S S U R I N G T E C H N O L O G Y I S D E V E L O P I N G U S A B L E M E T H O D S , ( B ) * R 2 C O M M E N T A R Y R 2 S P R O V I D I N G N E U R O L O G I C A L R E S E A R C H E R S AND E D U C A T O R S CA N C O M M U N I C A T E AND T A K E TrtE I N I T I A T I V E TO S H A R E T H E E F * F O R T . P R E S E N T L Y , I F E E L H O S T E D U C A T O R S ARE T O O R E S I S T I V E TO C H A N G E AND M O S T N E U R O L O G I C A L R E S E A R C H E R S - - E S P E C I A L L Y T H U S E I N M E D I C I N E — ARE T OO E L I S T I S T a NO T H E O R E T I C A L TO A C C O M O D A T E T H E N E C E S S A R Y M E R G E R , ( B ) R3 S U N F O R T U N A T E L Y , T H I S I S T R U E I ( E ) Q U E S T I O N N u M B E R 1 . A N E U R O L O G T C A L L Y - I M F L U E n C E O T E S T I N G D E S I G N S I N C R E A S I N G N E U R O L O G I C A L E V I D E N C E O F T H E V A R I E T I E S I N 8 R A I N O R G A N I Z A T I O N w i l l I N F L U E N C E a M UC H G R E A T E R V A R I E T Y OF T E S T I N G D E S I G N S h E Y Q N D T h e D O M I N A N T l i n e a r P R I N T F O R M A T C U R R E N T L Y i n U S E . * C O M M E N T S F R O M R O U N O O N E • * T H I S W I L L H A P P E N F O R O T H E R R E A S O N S . ( 8 3 * " L I F E L O N G P R O C E S S " I M P L I E S A M I S S I N G C O M P A R A T I V E ( E . G . K - 1 2 S P E C I F I C C O N T E N T } I N T H E P R I O R S E C T I O N OF T H E S E N T E N C E . 0 3 R E S P O N S E : T R U E , C O M P A R I S I O N W I T H T H E C U R R E N T K - 1 2 P A R A M E T E R S OF M O S T P U B L I C E O U C A T I O N I S I N T E N D E D I N T H I S F U T U R E D E V E L O P M E N T . * T H I S H A S I M P L I C A T I O N S F O R L I F E C A R E E R S P R E P A R A T I ON , ( E ) a T H I S I S T H E B E S T O N E O F A L U ( E 3 a T H I S I S V I T A L . ( E 3 * " D R A M A T I C A L L Y S H I F T " I S O V E R S T A T E D , ( B ) * I D O N ' T U N D E R S T A N D WHY T H I S C A N ' T BE A C H I E V E D W I T H O U T G O I N G I N T O " N E U R O L O G I C A L E V I D E N C E " . C A N C L A S S R O O M T E A C H E R S RE E X P E C T E D TO H A V E S U C H S K I L L S ? ( E 3 « C O M M E N T S F R O M R O U N O TWO * * T E S T I N G F O R M A T S AR E H I G H L Y R E S I S T A N T TO C H A N G E . I WQULO L O V E TO S E E T H I S , B U T I ' M P E S S I M I S T I C , ( B ) * T H E C O M P U T E R W I L L m a k E T H I S P O S S I B L E T H R O U G H S T E R O G R A P H I C , P U L L C O L O R , D Y N A M I C D I S P L A Y S w h I C H A R E W O R K I N G T O D A Y , ( 8 ) * I N S P E C I A L E D U C A T I O N AN D C O U N S E L I N G . I T W O U L D BE H E L P F U L ON T H I S T T F M an d ON T H E W H O L E S U R V E Y I F I T I S S P E C I F I E D W H E T H E R " O R D I N A R Y , N O R h a L C L A S S R O O M S " A N O / O R S P E C I A L E D U C A T I O N ANO C O U N S E L I N G I S m F AN T , I S E E MANY OF T H E S E I n S P E C I A L E D U C A T I O N AND C O U N S E L I N G , B U T F £ * E R I N T H E R U N - O F - T h e - M I L L C L A S S E S . I AM A S S U M I N G C L A S S E S OF O N E S O R T OR A N O T H E R , -JiVT J U S T " N O R M A L " C L A S S E S . f H l R E S P O N S E : I N T H E E A R L I E S T D A T E OF U S E , ANY T Y P E OF C L A S S Q U A L I F I E S . H O W E V E R , T H E C A T E G O R Y OF W I O E S P R E a O U S E A S S U M E S N O R M A L C L A S S U S E AS x E L L A S U S E I N S P E C I A L C L A S S E S . * B U T F OR A L L T H E WRONG R E A S O N S . P E R H A P S TO A V O I O A C C O U N T A B I L I T Y I N E D U C A T I O N ANO F O R E S T A L L A S E R I E S I N V E S T I G A T I O N OF WHAT I S I M P O R T A N T TO T H E L E A R N I N G E X P E R I E N C E . CB) * T H O U G H N O T F O R T H E REASON G I V E N , ( £ } * T H I S I S H A P P E N I N G n o w a t a n i n d i v i d u a l t e a c h i n g l e v e l , t h i s D E P E N D S ON t h e L t V E L A G A I N . I N O I V I D U A L C L A S S R O O M T E S T I N G D E S I G N S ARE M U C H M U R E A D A P T A B L E TO C H A N G E T H A N D I S T R I C T OR S T A T E - w l D E T E S T S , CE) * T H I S C O U L D H A P P E N SO ON B E C A U S E OF T H E D I S C U N T E N T W I T H C U R R E N T M E T H O D S O F T E S T I N G AND E V A L U A T I O N . CE) * » E L L » wF A L R E A D Y DO T H I S I N I N D I V I D U A L C L A S S E S I F N O T F OR " T E A C H I N G P U R P O S E S " ON A 9 R 0 A 0 S C A L E . I T H A S P O T E N T I A L B U T T E A C H E R S R A R E L Y KNOW T H E I R OWN S U B J E C T w f i L L E N O U G H TO P E T H I S C R E A T I V E . T H E Y R E L Y ON T H E H A N U Y ANO A V A I L A B L E . ( E ) * C O M M E N T S F R O M R O U N O THREE * T H I S I S A L R E A D Y H A P P E N I N G I N N U M E R O U S S C H O O L S ANO C O L L E G E S . ( E ) T h £ I M P O R T A N T " E V I D E N C E ? I S N O T N E U R O L O G I C A L , B U T E X P E R I M E N T A L , C0 ) I AH H O P E F U L . CB) Tw £P E i s ALREADY a LOT OF WORK G O I N G ON TO D E V E L O P A L T E R N A T I V E T E S T I N G M E T H O D S . D R A I N R E S E A R C H W I L L C O N T R I B U T E S O M E W H A T TO S O M E . CB) OUR M U L T I - E T H N I C P O P U L A T I O N O E M A N D S * € F I N O S O M E T H I N G NEW A.-iO B E T T E R . ( E ) ' T E A C H E R S m u s t S A Y NO TO C U R R E N T C O M P U T E R M U L T I P L E C H O I C E M E T H O D S . F O R C E T H E C O M P U T E R M A K E R S TO CO ME U P W I T H B E T T E R A P P R O A C H E S . CB) Q U E S T I O N N U M B E R 19 N E U R O L O G I C A L I N F L t J E N C t f r o m C O N T E N T TO C O N T E X T I N C R E A S I N G N E U R O L O G I C A L E V I O E N C E OF T H E V A R I E T I E S i n 8 R A I N O R G A N I Z A T I O N w i l l D R A M A T I C A L L Y S H I F T T H E C U R R E N T F O C U S OF E D U C A T I O N F R O M S P E C I F I C C O N T E N T TO T H E L I F E L O N G P R O C E S S OF L E A R N I N G HOW T o L E A R N I N A W I D E V A R I E T Y O F C O N T E X T S , * C O M M E N T S F R O M R O U N O O N E * T H I S M E A N S E A R L Y S T U D E N T T E A C H E R T R A I N I N G . CE) T H I S I S C L E A R W I T H O U T " T I M I N G * * ( B ) TH r S I S SO S O P H I S T I C A T E D , CE) HOw W I L L T H I S E V E R B E U S E O I N T H E C L A S S R O O M BY AN A V E R A G E T E A C H E R ? CE) T H I S I S A NEW C O N C E P T TO M £ , ( Q ) T H E Y P R O J E C T E D T H I S I N 1 9 0 0 . ( B ) C O M M E N T S F R O M R O U N D TWO * ' ' D R A M A T I C A L L Y " - - T H I S I S O V E R S T A T E D , CB) » A G A I N , T H I S W I L L t a k e a W H I L E , I N O U S T R Y ANO A O U L T E D U C A T I O N w i l l BE A H E A O OF K - 1 2 G R A O E S , < B ) * T H I S D O E S N O T D E P E N D ON G E T T I N G F U R T H E R N E U R O L O G I C A L E V I D E N C E , CB) * r HOPE SO, B u t n o t B E C A U S E O F . " N E U R O L O G I C A L E V I D E N C E " , c a ) * T H I S W I L L H A P P E N F O R O T H E R R E A S O N S , CB) * P R O V I D I N G N E U R O L O G I C A L R E S E A R C H E R S AND E O U C A T O R S CA N C O M M U N ICATE a n d TAivE t h e . I N I T I A T I V E TO S H A R E T H E E F F O R T , P R E S E N T L Y , I F E E L H O S T E D U C A T O R S ARE R E S I S T I V E TO C H A N G E ANO H O S T N E U R O L O G I C A L R E S E A R C H E R S - E S P E C I A L L Y T h o s e i n M E D I CINE - APE TOO F L I T I S T ’ ANO T H E O R E T I C A L TO A C C O M O D A T E T H F NECESSARY M E R G F R , CB) . T H O U G H -JOT N E C E S S A R I L Y F OR T H E R E A S O n S G I V E n , CE) * a G A I N , S Y S T E h S ARE S L O w TO C H A N G E , CE) * T H IS IS THE MOST IMPORTANT ASPECT FOR I n n o v a T I V E EDUCA TORS TO SHAPE * T T H COLLEAGUES. (ED * T H I S MUST HAPREM. "CONTENT" f As S U C H , B E C O M E S O B S O L E T E O V E R N I G H T 1 (ED * A C T U A L L Y m a n y a p e a l r e a d y a t t e m p t i n g t h i s B U T n o t B E C A U S E T H E Y H A V E K N O W L E D G E . O F ANY N E U R O L O G I C A L E V I D E N C E . (ED * R 1 COMMENTARY * I D O N ' T U N D E R S T A N D WHY T H I S C A N i T BE A C H I E V E D W I T H O U T G O I N G I N T O " N E U R O L O G I C A L E V I D E N C E " . CA N C L A S S R O O M T E A C H E R S BE E X P E C T E D TO H A V E S U C H S K I L L S ? ( ED R 2 : I C E P T a I N L T H O P E SU S I N C E , P R E S E N T L Y , SO M UC H OF L E A R N I N G O C C U R S E X T E R N A L TO T H E T E A C H E R - C O N T R O L L E D C L A S S R O O M S ! (BD R 2 : I A G R E E 1 (ED - « T H I S W I L L H A P P E N F O R O T H E R R E A S O N S , CB) R 2 : I A G R E E W I T H T H I S C O M M E N T . (ED R 2 : 1 A G R E E W I T H T H I S C O M M E N T . ( ED * C O M M E N T S F R O M R O U N O T H R E E * a g a i n , t o o m u c h f a i t h i n n e u r o l o g i c a l , cbd A L O T OF T E A C H E R S OF S P E C I A L S U B J E C T S ( I . E . R E U U J R E O P H Y S I O L O G Y AT H I G H S C H O O L L E V E L D WOUL D BE O U T A J O B O n T H I S O N E . T H E S Y S T E M W I L L R E S I S T , B U T I T ' S AN I M P O R T A N T M I S S I N G I N G R E D I E N T I N P U B L I C E D U C A T I O N . (BD AS D I S C I P L I N E S O V E R L A P ANO T E C H N O L O G Y C H A N G E S AT Q U A N T U M L E A P S , I F E E L T H I S I S G O I N G ON N O W i ( E ) BY T H E U S E OF C O M M U N I C A T I O N T E C H N I Q U E S , O N E W I L L NO L O N G E R H A V E TO D R I V E TO C O L L E G E , (BD P E R H A P S O P T I M I S T I C B U T T H E R E ARE T H O U S A N D S OF R E A S O N S F O P T H I S TO HAPPEN, (BD R 2 C O M M E N T A R Y - R 2 f * I H O P E S O , B U T N O T B E C A U S E OF " N E U R O L O G I C A L E V I D E N C E " . (BD R S : A G R E E D . (BD QUESTION NUMBER 21* T R I U N E t W A l M L E A N I N G I N F L U E N C E S W I D E S P R E A D R E C G G M T I U N OF T H E D I F F E R E N C E S (JF S T R U C T U R E , C H E M I S T R Y , T I * g S E N S E , a n d I N T E L L I G E N C E F O R M A T S OF t h e t h r e e - i n - O N E L A Y E R ' S OF T H F H U M A N T R I U N E B R A I N ( R E P T I L I A N 8 RA I N L A Y E R OF r f p e t i t t u n j n o i m i t a t i o n , m a m m a l i a n b r a i n o f e m o t i o n s a n o S E N S I N G , t h e N f c O c O R T E X OF A B S T R A C T I O N ANO V E R B A L L A N G U A G E ) W I L L P R O V I D E E O U C A T I U N w i t h A M O R E S O P H I S T I C A T E D M E T H O D O L O G Y OF M O T I V A T I O N a n d T I M I N G I N T H E L E A R N I N G P R O C E S S , C O M M E N T S F R O M R O U N O O N E T H IS HAS I M P L I C A T I O N S F O R O E a F ANO 0 E A F / 8 L I N 0 P E R S O N S , ( E ) M U S T N O N V E R B A L C O M M U N I C A T I O N O N L Y R E L A T E TO T H E B R A I N ? T H I S S O U N D S SO I M P E R S O N A L , CE) BUT N O T TOO MUCH E S P P L E A S E , ( E ) OF C O U R S E T H E C O M M U N I C A T I O N B E T W E E N P A R T S OF T H E B R A I N I S N O N - V E R B A L ! HOW C O U L D T H E C O R T E X T A L K ? CB) h O w », I L L T H I S E V E R BE U S E D I N T H E C L A S S R O O M BY AN A V E R AGE T E A C H E R ? ( E ) t h e C O N C L U S I O N I S U K , B U T T H E P R E M I S E I S W R O N G , ( 0 ) C O M M E N T S F R O M R O U N D TWO * T H I S I S O N L Y ONE O F a V A R I E T Y OF H I E R A R C H I C A L C O N C E P T I O N S , CB) « THE " O H O " W I D E S P R E A D ” G E T S M E , w h a T D O E S I T m e a n ? ( B ) R E S P O N S E : I N T E R D I S C I P L I N A R Y R E C O G N I T I O N OF T H I S C O N C E P T AMO NG MtfX UR M O R E OF T H E P R O F E S S I O N A L S I N B R A I N R E S E A R C H , E D U C A T I O N , AND P S Y C H O L O G Y , T H I S A L S O I M P L I E S SO ME R E C O G N I T I O N 8 Y T H E E D U C A T E D G E N E R A L P U B L I C , * " S E N S I N G " I S O U T OF P L A C E I N T H E S T A T E M E N T , U S E * I L L O C C U R O n l y B E C A U S E T h i s I S An A C C E P T E O R E S E A R C H M O D E L , ( 8 ) * T H I S I S TOO h i j c h TO E X P E C T OF M O S T E D U C A T O R S TO M A S T E R , ( E ) C O M M E N T S F R O M H O U N D T H R E E * A G A I N , TOO MUCH F A I T H I N K N O W L E D G E OF T h e B R A I N . T HE F A C T t h a t b r a i n s a r e D I F F E R E N T , AND H A V E D I F F E R E N T P S Y C H O L O G I C A L C H A R A C T E R I S T I C S I S S E C O N D A R Y , WHAT I S P R I M A R Y I S A R E C O G N I T I O N OF P S Y C H O L O G I C A L I N D I V I D U A L D I F F E R E N C E S — ANO H A N D L I N G T H E M A P P R O P R I A T E L Y — R A T H E R T H A N T R E A T I N G E A C H P E R S O N AS A " S P E C I A L " C O M P U T E R , CB) * T H E T R I U N E B R A I N I S T H E M A C H I N E R Y S I D E OF H U M A N N A T U R E , N O T T H E P S Y C H O L O G I C A L S I D E , ANO I T I S S E L F - A W A R E N E S S OF OUR P S Y C H O L G O I C A L S E L V E S T H A T I S I M P O R T A N T , T H E R E A S O N T H A T K N O W L E D G E UF T H E T R I U N E B R A I N I S U S E F U L I S T H A T I T P R O V I D E S A R A T I O N A L E AND P R O M O T E S " F A I T H " I N S C I E N T I S T S , CB) * I T I S HA R O TO P R O J E C T AN I M P L E M E N T A T I O N T I M E WHEN T H E R E I S Nfj S T A T E D C O N N E C T I O N 8 E T W E E N T H E R E S E A R C H F I N D I N G a n d k n o w n T E C H N I Q U E S OF M E T H O D O L O G Y , W I L L T H I S R E S E A R C H F A C T N E E D a T O T A L L Y NEW M E T H O D O L O G Y ANO M E C H A N I C A L T E C H N O L O G Y ? ( E ) * P O S S I B L Y , B U T HOW TO T R A N S L A T E T H I S I N T O A N Y T H I N G D I F F E R E N T I N T H E C L A S S R O O M I S N « T C L E A R N O W , CB) * I S N * T T H I S G O I N G ON W I T H L A N G U A G E S B E I N G T A U G H T I N P R I M A R Y G R A D E S AN D R E A O I N G TO P R E S C H O O L E R S ? ( E ) * T H A T I S G O I N G TO T A K E A L O T OF T R A I N I N G ! CE) * R 2 C O M M E N T A R Y - R 2 : * T H I S I S T O O M UC H TO E X P E C T OF M O S T E D U C A T O R S TO M A S T E R , CE) R 3 : I D I S A G R E E , T H E Y C O U L D M A S T E R I T I F T H E Y C H O O S E T O , T H E P R O B L E M W I L L BE M O T I V A T I O N , W H I C H W I L L BE T H E K E Y TO I M P L E M E N T I O N F O R MAN Y OF T H E S E C O N C E P T S I N C L U D E D I N T H I S S T U D Y , CE) QUESTION nu m b e r ?1 NGNVER64L BR AIN INTE RC O M MU NI CA TI O N SYSTEMS EXPANDED KNOWLEDGE OF THE NONVERBAL I NTE RCO M MU NIC A TIO N SYSTEMS Th a T E X I S T BETWEEN THE THREE wAJOR LAYERS OF THE HUMAN TRIUNE BRAIN ( R E P T I L I A N BRAIN LAYER OF R E P E T I T I O N AND I M I T A T I O N , MAM MALIAN BR AIN OF EMOTIONS AND SE N S IN G , THE n EQCORTEX OF AB STR AC TION and VERBAL LANGUAGE) WILL CAUSE S O P H I S T I C A T E D NON VERBAL c o m m u n i c a t i o n I N S T R U C T I O N TO a CU UIR E A n £ w i m p o r t a n c e IN EDUCATION * COMMENTS FROM ROUND ONE * * w I L L T H I S I N V O L V E A L L E D U C A T I O N A L P E R S O N N E L ? £ 8 ) * I am NO T S U R E W HA T T H I S I N C L U D E S . CE) * T H I S I S L O N G P A S T D U E I N B E I N G N E E D E D F O R E D U C A T I O N A L T R A I N I N G . ( E ) * T H I S O E P E N O S ON HOW E X T E N S I V E , CE) * T H I S E N T I R E S E C T I O N OF P R O F E S S I O N A L T R A I N I N G I S C R I T I C A L TO A L L OF T H E P R E C E D I N G S E C T I O N S i G O A L S , B U T T H E R E S E E M S TO HE I N H E R E N T D A N G E R O F " M I N O C O N T R O L " T H A T CA N BE M I S U S E D T E R R I B L Y . I WOR RY A B O U T T H I S I HOW w R L T R A I N E E S BE S C R E E N E D ? T H £ Y W I L L H A V E TO B E S C R E E N E D C A R E F U L L Y TO P R E V E N T A B U S E - E S P E C I A L L Y I F A L L OF T H E A R E A S I N T H I S D E L P H I ARE TO BE T R U L Y OF S I G N I F I C A N C E I N F U T U R E L E A R N I N G S I T U A T I O N S . ( E ) * " E X T E N S I V E ' ' I S TOO M U C H , CB) * 7 D I S A G R E E . CB) * T h F R E N E E D S T o BE M O RE S T R E S S ON T H E T E A C H E R F U L L Y C O M P R E H E N D I N G H I S / H E R QWN L E A R N I N G P R O C E S S AS AN E X P E R I E N C I A L anO E m P a T h I C S P R I N G B O A R D F O R C O M P R E H E N D I N G O T H E R S « L E A R N I N G m o o E S . CE) * T h i s I s d e s i r a b l e b u t U N R E A L I S T I C f o r a l l . p e r h a p s c l o s e C O L L A B O R A T I O N b y E D U C A T O R S W I T H T H O S E WHO ARE E X T E N S I V E L Y t r a i n e d W I L L O C C U R , C 0 ) . * MUT I F i t r s B A S E D ON C U R R E N T C O N C E P T S , ( 8 ) COMMENTS f ro m ROLn U T wo * T H IS l b O W L * ONF. OF a V A R I E T Y OF H E R A R C H I C A L C O N C E P T I O N S . ( B ) * T H I S w i l l I N V O L V E a V E R Y S U B S T A N T I A L C H A N G E I N T E A C H E R T R A I N I N G . ( b ) * ' I ASSUME T H I S I N C L U L ' E S V I S U A L I Z A T I 0 N AND M U V E m E n T I N " p j o n —v e r b a l c o m m u n i c a t i o n " . ( t o * I AH N O T C O N C E R N E D A B O U T T H E S T A T E M E N T , BU T I am C O N C E R N E D A B O U T E D U C A T O R S ' C A P A C I T Y AND W I L L I N G N E S S TO I N C O R P O R A T E I T , CB 3 * BODY L A N G U A G E A W A R E N E S S I S AN E A S Y C O N C E P T TO M E R G E I N T O A W A R E N E S S . CE3 * I H O P E S O I I ( E l * R1 COMMENTARY « T h e C O N C L U S I O N I S O K , BU T T H E P R E M I S E I S W R O N G , ( 8 3 R 2 : I A G R E E A L S O W I T H T H E C O N C L U S I O N . ( 8 3 * C O M M E N T S F R O M R O U N D T H R E E • * T H I S Q U E S T I O N I S C O N F U S E O . D O E S T H I S M E A N T H A T WE WOU LD D E L I B E R A T E L Y U S E N O N - V E R B A L I N S T R U C T I O N ( A N I N T E R E S T I N G C O N C E P T I N I T S E L F ) TO E N H A N C E C O M M U N I C A T I O N B E T W E E N B R A I N L A Y E R S ? ( B ) * P R E T T Y T E C H N I C A L F OR T E A C H E R S . ( 8 ) * I A G R E E W I T H T H E C O N C L U S I O N MORE T H A N T H E P R E M I S E . ( B ) * I C A N « T Q U I T E D E C I D E WH AT " S O P H I S T I C A T E D N O N V E R B A L C O M M U N I C A T I O N " I S — U N L E S S I T I S S E T T I N G UP e x a m p l e s F O R S T U D E N T S TO F O L L O W . ( E ) * N O N V E R B A L I N S T R U C T I O N W I L L GROW B U T N O T B E C A U S E OF C A R L S A G A N . m u c h M O R E L I K E L Y B E C A U S E OF " D R A W I N G ON T H E R I G H T S I D E OF T H E B R A I N " , ( B 3 « NO O T H E R C A U S E S ? CB) Q U E S T I O N N U M B E R 22 N E U R O L O G Y ANQ N E U R O P S Y C H O L O G Y T R A I N I N G e x t e n s i v e t r a i n i n g w i l l BE G I V E N TO e d u c a t i o n a l p e r s o n n e l IN- N E U R O L O G Y AN D N E U R O P S Y C H O L O G Y , • C O M M E N T S F R O M R O U N O U N £ * * E D U C A T O R S F O R SO ME R E S P O N S E S U S E T H E P H R A S E " L E A R N l N G - H O W - T O - L £ A R N » n o w , V E R Y D I F F E R E N T T H I N G S . CB) T R U E . B U T T H E Y R A R E L Y U S E I T I N R E F E R E N C E TO T H E I R OWN P R O F E S S I O N A L E N T R A N C E R E Q U I R E M E N T S , * C O M M E N T S F R O M R O U N D TWO • * " E X T E N S I V E " I S T D Q S T R O N G , " S O M E OR L I M I T E D " I S OK ANO T H I S ' - I L L H A P P E N , CB) * P R O V I D I N G N E U R O L O G I C A L R E S E A R C H E R S ANO E D U C A T O R S CA N C O M M - T C A T E AND T a k e t h e I N I T I A T I V E TO S H A R E T H E E F F O R T , P R E S E N T L Y , I F E E L M U S T E D U C A T O R S ARE TOO r e s i s t i v e AN D M O S T N E U R O L O G I C A L R E S E A R C H E R S - E S P E C I A L L Y T H O S E I N M E D I C I N E - ARE TOO E L I T I S T AND T H E O R E T I C A L TO A C C O M O D A T E T H E N E C E S SA R Y M E R G E R , ( 8 ) * I * a n T TO R E P E A T T H A T T H I S 1 3 O E S I R A 0 L E B U T U N R E A L I S T I C F OR A L L . P E R H A P S C L O S E C O L L A B O R A T I O N BY E D U C A T O R S W I T H T H O S E w h o A R E E X T E N S I V E L Y T R A I N E D w I L L O C C U R , CB) * I Q U E S T I O N " E X T E N S I V E " . CE) * " E X T E N S I V E ” I S A D I F F I C U L T T E R M TO A G R E E TO W I T H O U T D E F I N I T I O N . CE) * I C A N ' T h a I T TO s t a r t t r a i n i n g T H E E O U C A T O R S , w £ ' R E l o n g O V E R D U E I CE) * T 1:0 M UC H G O V E R N M E N T I N T E R F E R E N C E R I L L P R E V E N T E D U C A T O R S F R O M L E A R N I N G S U C H W I D E S P R E A D U S E OF T H E PO WE R OF T H E m t u d . ( E ) * TT « I L L MO RE T H A N L I K E L Y B E C O M E A P A R T OF NEW T E A C H E R T R A I N I N G AS O P P O S E D TO R E - T R A I N I N G , CE) * R 1 COMMENTARY T n I S I S D E S I R A B L E B U T U n R E A L I S I T C F U R A L L . P E R H A P S C L n S E C O L L A B O R A T I O N BY E D U C A T O R S W I T H T H O S E h h O AR E 417 E X T E N S I V E L Y T R A I N E D W I L L Q C C U K . CB) R2: Y E S ' CE 3 C O M M E N T S F R O M R O U N D T H R E E * TO P O I N T O U T T H A T P S Y C H O L O G I C A L AND N E U R O L O G I C A L P R O C E S S E S ARE R E F L E C T E D E A C H I n T H E O T H E R I S I M P O R T A N T , B U T ROE TO US TF wE L E T O U R S E L V E S P E P E R S U A D E D T H a T N E U R O L O G I C A L I N F O R M A T I O N m u s t b e t h e b a s i s f o r ' U N D E R S T A N D I N G P E O P L F . CB) * " e x t e n s i v e " s h o u l d b e c h a n g e o t o " c o n t i n u i n g " o r " o n g o i n g " . CP) * R 2 c o m m e n t a r y - R 2 : * I T w i l l MORE t h a n L I K E L Y B E C O M E A P A R T OF n E w T E A C H E R T R A I N I N G a s O P P O S E D TO R E - T R A l N l N G , CE) R 3 : I A G R E E W I T H T H I S . H O W E V E R , I T C O U L D h a v e MY C O M M E N T R O U N D T W O ' CE) QUESTION NUMBER 2 3 E X P E R I E N C E A P P R E N T I C E S H I P S I N L E A R N I N G H O W - T O m L E A H N P R O F E S S I O N A L E N T R A N C E R E Q U I R E M E N T S OF AN E D U C A T O R w I l L I N C L U D E H I G H L Y S O P H I S T I C A T E D T R A I N I N G I N B R A I N M I N Q D E V E L O P M E N T S C O M S I N F O « I T H P E R S O N A L E X P E R I E N C E A P P R E N T I C E S H I P S I N T H E P R O C E S S E S OF L E A R N I N G - H O h - T O - L E A R N , * C O M M E N T S f r o m r o u n d o n e * w h a t K I N O o p T E S T S ? CE) R E S P O N S E : T H E C O N C E P T OF S U C H T E S T S I S T H A T T H E Y AR E E X P E R I E N T I A L L E A R N I N G T E S T S I N W H I C H A P R O F E S S I O N A L H A S AN O P P O R T U N I T Y TO D E M O N S T R A T E A 8 I L I T Y I N A V A R I E T Y OF S E T T I N G S . T H E I D E A I S N O T A N O T H E R ' K N O W - N O T H I N G ' t e s t , b u t r a t h e r AN A R E N A F OR A P P L I C A T I O N AN D G R O W T H , * T H I S W OU L D BE U S E F U L T R A I N I N G I N T H E E D U C A T I O N A L S E T T I N G , C E ) * I w O U L D W R I T E " B R A I N M I N O " AS " B R A I N - M I N D " , ( E ) * R E I N F O R C E M E N T ANO R E P E T I T I O N T Y P E R E Q U I R E M E N T S MAY S T I L L SE N E E D E D F O R D U L L M A T E R I A L . B U T NEW W A Y S O F L O O K I N G AT O L D I D f c A S w l L L B E U S E F U L . CE) * v £ R Y J A S G O N Y , I D O N ' T KNOW WH AT T H I S M E A N S , CB) * T H I S I S C L E A R I F I T M E A N S E X P A n O I N G T H E C O N S C I O U S N E S S OF P R A C T I C I N G E D U C A T O R S , CB) * C O M M E N T S F R O M R O U N O TWO • * U N F O R T U N A T E L Y I ' m B A C K TO T HE " V E S T E D I N T E R E S T " P O S I T I O N t h a t w I L L P R O b A B L Y M I T I G A T E A G A I N S T S U C H A S O U N D I D E A ; CM) « " H I G H L Y S O P H I S T I C A T E D " — N O . CB) * t h e t p a I n i N G i n s t i t u t i o n s n e e d t o b e p u s h e d , c e ) * U N T I L T E A C H E R S ' T R A I N I N G B E G I N S W I T H WORK UN T H E I R OWN S E L F - I M A G E / S F . L F - H S T E E M , T E A C H E R S w i l l b e u n a b l e t o r e a c h A I. E v r L OF P E R S O N A L C O n F I O E . N C E / L I P E R A T I QN w h E R E T H I S CAN h a p p e n , WE C U R R E N T L Y L I M I T T E A C H E R S ' P E R C E P T I O N S QF T r r E M S E L V E S ANO T H E I R WORK ( M O S T L Y T H R O U G H T R A I N I N G M E - T H f j P O L O G Y ) TO T H E N A R R O W E S T P O S S I B L E I N T E RR R E T A T I ON . ( E ) 419 * THE. G O V E R N M E N T W I L L NOT A L L 0 w T H I S T Y P E O f T E A C H E R TRAILING. CE) * T h e L E N G T H OF T T H E F OR E N T R A N C E R E Q U I R E M E N T S O E P E M O S ON S O H E R a t h e r s i o k P O L I T I C A L p r o c e s s e s . ( E l * i h o p e s o : i c e ) * I F h i g h l y S O P H I S T I C A T E D T R A I N I N G i s R E O U I R E D , t h e n e n t r a n c e R E Q U I R E M E N T S T o T E A C H E R E O U C A T I O N w i l l h a v e t o BE m o r e R I G I D . CE) * C O M M E N T S F RO M R O U N D T H R E E * * T H I S W I L L BE A n I M P O R T A N T S T E P F O R W A R D F R O M OUR P R E S E N T P O S I T I O N , B u t T H E R F I S A d a n g e r P U S H I N G TOC! I N T E N S E L Y i n a K I N D o f w £ - * H O - K N C W - S O M E T H I N G w a y , w e m u s t g u a r d a g a i n s t a r r o g a n c e , ( B ) » TH E G O V E R N M E N T I S F U N D I N G T H I S NOW E . G . B I O F E E D B A C K I N S C H O O L S . C 9 ) * I T I S N E E D E D , B U T T H E " S Y S T E M " W I L L R E S I S T V I G O R O U S L Y . CE) * I S E E A T E N D E N C Y TO F O C U S ON H O W - T O - L E A R N D E V E L O P I N G W H E R E I N T h e E M P H A S I S I S S H A L L O W M - B E M P H A S I S , T H E N AS T h i s D E E P E N S , I T H I N K A S H I F T T O W A R D S T H E S O P H I S T I C A T E D T R A I N I N G MAY O C C U R , CE) * P E R H A P S i n T H E F A R F U T U R E i CE) * R 2 C O M M E N T A R Y - R 2 J * U N T I L T E A C H E R S T R A I N I N G B E G I N S TO WORK W I T H T h E I R OWN S E L F - I M A G E / S E L F - E S T E E M , T E A C H E R S w i l l BE U N A B L E T O R E A C H a l e v e l OF p e r s o n a l C O N F I D E N C E / L I B E R A T I O N w h e r e T H I S CA N H A P P E N , WE C U R R E N T L Y L I M I T T E A C H E R S ' P E R C E P T I O N S OF T H E M S E L V E S AND T H E I R WORK C M O S T L Y T H R O U G H T R A I N I N G M E T H O D O L O G Y ) TO T H E N A R R O W E S T P O S S I B L E I N T E R P R E T A T I O N , CE) R 3 : I A G H E E i CB) R 3 : I A G R E E C O M P L E T E L Y ! a n d T H E 2 N D AND 3 R D L E V E L C O N S E Q U E N C E S OF T H I S P R O C L I V I T Y WE A R E NOW W I T N E S S I N G AS A C O N T R I B U T I O N TO T H E D E M I S E OF T H E S C H O O L S Y S T E M S AT E V E R Y L E V E L - - F O R B O T H S I D E S OF T H E R E P O R T C A R D , CB) QUESTION n u m b er 24 L E A W N I N G - H O w - T O - L E A R N T E S T S P R O F E S S I O N A L R E Q U I R E M E N T S OF A P R A C T I C I N G E D U C A T O R w i l l I N C L U D E H I G H L Y S O P H I S T I C A T E D T R A I N I N G I N SR A I N M I N O D E V E L O P M E N T S C O M B I N E D W I T H P E R I O D I C T E S T S I N P E R S O N A L L E A R N I N G h o w - t o - l e a r n i n v o l v e m e n t s . * C O M M E N T S F R O M R O U N D O N E * * IT I S TOO S O O N I Q P U T T H I S ON T H E P U B L I C , CE) * M O S T E D U C A T O R S H A V E S O M E N O W , CE) * n n E S T H I S m e a n E S P ? CE) R E S P O N S E ; r E S , E X T R A S E N S O R Y P E R C E P T I O N I S ONE OF T H E T E R M S B R O A O L Y U S E D TO I N C L U D E C U R R E N T L I M I T E D K N O W L E D G E OF O N E P E R S O N * 3 A B I L I T Y TO S E N S E T H E E M O T I O N A L AND C O G N I T I V E S T A T E S O F a n o t h e r . a N O T I N t h e foreseeable future. CB) * M A Y B E , I N 2 P O Y E A R S , CB) a C O M M E N T S F R O M H O U N D TWO a a “ H I G H L Y S O P H I S T I C A T E D " — N O , ( B ) a TO AN E X T E N T , T H I S I S H A P P E N I N G I N E A R L Y C H I L D H O Q O E D U C A T I O N , C H T L O D E V E L O P M E N T A S S O C I A T E S A L R E A D Y H A V E TO SHOW C O M P E T E N C Y BY “ D O I N G " I N S E V E R A L A R E A S , B R A I N M I N O I N F O R M A T I O N I S O N L Y A S T E P AWAY I N S U C H C O M P E T E N C Y A S S E S S M E N T S , CE) » v-HG . l O UL O C O O R D I N A T E T H I S P R O G R A M ? A G A I N , G O V E R N M E N T D I R E C T E D E D U C A T I O N H A S L I M I T E D I N T E R E S T - I N S U C H A D V A N C E M E N T . ( E ) » T E S T S OF T E A C H E R S ? T R A I N I N G I N D E V E L O P M E N T S ? I O Q N I T U N O E R S T A . N O T H E Q U E S T I O N . I M P O R T A N T C O N C E P T , T H E Q U E S T I O N S H O U L D PE C L A R I F I E D , CB) • R l C O M M E N T A R Y - i t h i s i s c l e a r i f i t m e a n s e x p a n d i n g t h e c o n s c i o u s n e s s OF P R A C T I C I N G E D U C A T O R S , ( H ) 5 9 : Y E S , H U T I A S S U M E I T D O E S M T ME A N T H I S , I F T H E I T E M S R E F E R TO S T A T E S OF C O N S C I O U S N E S S , RA T H E N T H A N TO N E U R O - P H Y S I O L O G Y , M A N Y OF MY R E S P O N S E S W OU L D b e v e r y o t f f e r - FM, C F O « C O M M E N T S F R O M R O U N D T H R E E * * t h e r e , i s a u s e f u l i d e a h e r e , b u t w a t c h o u t f o r s k i n n e r i a n - t y p e M A N I P U L A T I O N i n a n e w B R A I N / M I N D f o r m a t , c r e a t i v i t y C O U L D f c A S I L T b e S T I F L E D BY A P R O G R A M M E D A P P R O A C H TO L E A R N I N G AND T E A C H I N G , CB) * N O , CB) * I T H ] n k T H A T S P E C I A L I S T S W I L L O E V E L O P T E C H N I Q U E S OF T E A C H I N G B A S E D ON S O P H I S T I C A T E D T R A I N I N G , I F T H E T E C H N I Q U E S AR E G O O O , T E A C H E R S CA N U S E T H E M W I T H O U T N E C E S S A R I L Y K N O W I N G WHY T H E Y W O R K , ( B ) * Q U E S T I O N S L I K E T H I S M A K E I T M O RE ANO M O R E A P P A R E N T HOW I M P O R T A N T I T I S F O R U S TO P U T T O G E T H E R A P R O G R A M F OR T R A I N I N G T E A C H E R S ! ( E ) T H I S I S TWO Q U E S T I O N S CB) QUESTION NUNRER 25 TELEPAT HIC an o PARAPSYCHOLOGICAL a b i l i t i e s t r a i n i n g P R O F E S S I O N A L E D U C A T O R S * t r a i n i n g W I L L I N C L t J O E T H E D E V E L O P M E N T OF T E L E P A T H I C a n o P a R a P S ' Y C H Q L O G I C A L a b i l i t i e s i n o r d e r TO E N C H A N C E A T E A C H E R ' S A B I L I T Y TO S E N S E T H E E M O T I O N A L ANO C O G N I T I V E S T A T E S O F T H E L E A R N E R ANO A D A P T M E T H O O O L Q G Y A C C O R D I N G L Y . * C O M M E N T S F R O M R O U N D O N E * T H I S S T A T E M E N T O O E S N * T S E E M TO F I T W I T H T H E O T H E R S . I T ' S A V A L U E S T A T E M E N T , N O T S T R A I G H T F A C T U A L I N F O R M A T I O N , ( E ) S T U D E N T S L E A R N M O R E WHEN T H E Y A R E H A P P Y W I T H T H E T E A C H E R . ( E ) T H I S I O E A L I S V E R Y D I F F I C U L T TO R E A C H B E C A U S E T H E R E A R E SO MAN Y L E V E L S O F P A R A P S Y C H O L O G I C A L S K I L L S . CB) GOOD G R I E F ! ( 3 ) * C O M M E N T S F R O M R O U N O TWO * P E O P L E W I L L E X P E R I M E N T w I T H A N Y T H I N G B U T S O M E T H I N G S A R E I M P O S S I B L E . CB) Y E S , B U T N O T F Q R T H I S R E A S O N , ( 8 ) P E R H A P S T h e E V I D E N C E ANO F a m i l a R I T Y w i t h E S P W I L L BE S U C H THAT I T r f I L L L O S E THE A I M OF T h E M Y S T E R I O U S ANO T H U S BE U T I L I Z E D O P E N L Y . CB) A R E C E N T A R T I C L E I N L E A R N I N G ( M A R C H , 1 9 8 0 ) S U P P O R T S T H I S . f £ ) SO ME T E A C H E R S 0 0 T H I S n o w , P U T AS P A R T Op T E A C H E R T R A I N I N G , T H I S I S H I G H L Y U N L I K E L Y F O R A L O N G T I M E , CE) T H £ T E R M I N O L O G Y W I L L H A V E TO BE C H A N G E D F D R A C C E P T A N C E ON T H E P a r t o f t h e G E N E R A L P U B L I C a n d m o s t E D U C A T O R S , CE) MA N Y T E A C H E R S A R E D O I N G I T now AN D ARE N O T AW AR E T H A T T H E Y ARE DO I N G I T ! CE) T H I S I S T o o E X T P E M E TO 8 E « I O E S P R E A O . CE) T H E E M O T I O N A L ANO C O G N I T I V E S T a T E S OP T H E L E A R N E R CAN BE " S E N S E 0 " BY R E C O H I N G AWARE OP THfc " U N C O N S C I O U S " C U E S B E I N G G I V F . n T n T H E T E A C H E R , T H E T E A C H E R H A S TO L E a R n TO B E C O M E AWAkf . OP T H E M a n d KNOW h o i . TO I N T E R P R E T T H E M , AND H Q W TO R E A C T A C C O R D I N G L Y , I W O U L D NOT C A L L T H I S " P A R A P S Y C H O - L O G I C A L ' ’ , f B I I P I T O C C U R S . f f ) R l C O M M E N T A R Y * MO S T E D U C A T O R S H A V E S O M E N O W , ( E ) R 2 ! I A G R E E . GO O D U N E S H A V E A L W A Y S H A D S O M E . CB) C O M M E N T S F R O M R O U N D T H R E E E M P A T H I C T A L E N T S I N T E A C H E R S C O U L D BE E N C O U R A G E D ( A S " G I F T E D ” C H I L D R E N a r e E N C O U R A G E D ) , B U T TO I N C L U D E S U C H I D I O S Y N C R A T I C T A L E N T S AS E S P I N T E A C H E R T R A I N I N G W O U L D BE R I S K Y B E F O R E T H E H u m a n " G A R B A G E " H A D B E E N S O M E W H A T C L E A R E D A W A Y , ( B ) T E A C H T H E M R I G H T H E M I S P H E R E T E C H N I Q U E S I N S T E A D , G I V E T H E M MORE C O U R S E S I N A R T , D R A M A , M U S I C , L I T E R A T U R E , S C I E N C E , ANO M A T H E M A T I C S AN D S E E A L L T H O S E " M Y S T I C A L " P O W E R S A P P E A R . L E T T H E M U S E C O M P U T E R S TO G E T R I D O F T H E R E P E T I T I V E , R O T E L E A R N I N G T A S K S . ' G E T C O M P E T I T I O N O U T OF T H E E A R L Y G R A O E S , CB) S OM E E D U C A T O R S ARE A L R E A D Y D O I N G T H I S . I D O N ' T T H I N K E V E R Y * o n e " I I I b e a b l e t o u s e t h i s m e t h o d , c e ) R 2 C O M M E N T A R Y « 2 ! * A R E C E N T A R T I C L E I N L E A R N I N G ( M A R C H , L 9 8 0 ) S U P P O R T S T H I S , CE) r s : t h a n k s , i ' l l r e a d i t . c b ) QUESTION NIJMHEP 26 EFFECTS OF PAHAPSYCHOLnGlCAL TEACHER T R A IN IN G T H E I N C R E A S E D E F F E C T I V E N E S S OF C O M M U N I C A T I O N ANO T E A C H I N G R E S U L T I N G F R O M P A R A P S Y C H O L O G I C A L T E A C H E R T R A I N I N G * I L L R E S U L T I n S I Z A B L E G A I N S I N S T U D E N T S 1 L E A R N I N G A B I L I T I E S . C O M M E N T S F R O M R O U N O ONE I o n N O T A G R E E w i t h U S I N G D R U G S F O R S U C H P U R P O S E S . CE) T H I S M O U L D BE M O R E C L E A R I F I T S P E C I F I E D " S Y N T H E T I C A L L Y R E P R O D U C E D " OR " N A T U R A L E X T R A C T " , E T C . . CE) I N C R E A S E D U N D E R S T A N D I N G I N T H I S A R E A W I L L I N F L U E N C E T H E E D U C A T I O N A L S Y S T E M . ( E ) T H I S S O U N D S L I K E D R U G S AN D D A N G E R O U S , ( E ) I T I S B E T T E R T o L E T T H E B O D Y C R E A T E T H E C H E M I C A L S BY P R O P E R S T I M U L A T I O N , ( E ) n O, I T w o n i T B E , U N L E S S T H E R E A R E C H A N G E S I N T H E L A W S G O V E R N I N G S C H O O L L I A B I L I T Y . CB) T H E C O N C E P T O F L E A R N I N G O R U G S I S D I F F I C U L T F O R M£ TO A C C E P T A L T H O U G H I C A N S E E T H E I R P O T E N T I A L V A L U E , B U T I A L S O S E E P O T E N T I A L A B U S E - S E L E C T I V I T Y OF WHO I S TO R E C E I V E , E T C . , E T C . . CE)' T H I S I S A D A N G E R O U S T R A P , ( B ) I H O P E N O T ! CB) HP, T H I S T O U C H E S ON S O M E T A B O O S a n o F E A R S . W E L L , WHO KNOWS, CE) T H I S R A I S E S E T H I C A L P R O B L E M S . CB) * C O M M E N T S . f r o m r o u n q t w o * THE G O V E R N M E N T w o u l d L I M I T S U C H I N N O V A T I V E T R A I N I N G , CE) T H I S Q U E S T I O N n E E D S R E F O R M U L A T E D TO R E F L E C T AN EVENT, I A N S W E R E D AS I F I T w E R E AN E V E N T . CE) R I C O M M E N T A R Y - * GOOD G R I E F I R 2 : A R S O L U T E L Y i ( F.) R 2 ! T H I S K 1 NO OF WEM I BR OWN A SK S h e r I F t i f u l S UN S E T ! CB A MOKE B E A U - C D M M E N T S F R O M R O U N D T H R E E * E S P S P R I N G S F R O M U N C O N S C I O U S S O U R C E S AND I S N O T H I N G L I K E T E A C H I N G T H E 3 P ' S . U N L E S S T E A C H E R S ' P S Y C H E S ARE " C L E A R E D " OR " P U R I F I E D ' ' , T H I S C O U L D BE C O U N T E R P R O D U C T I V E I N A D E E P E R P S Y C H O L O G I C A L S E N S E AND H A V E B A D E F F E C T S ON K I D S , CB) * I • H NO T S U R E I F ' I ' M R E A C T I N G T O T H E P O S S I B L I T Y OF P A R A P S Y C H O - l o g v t r a i n i n g o r t h e u n s u r e l i n k b e t w e e n p a r a p s y c h o l o g y AND " S I Z A B L E G A I N S I N S T U D E N T S ' L E A R N I N G " , ( E ) * S O M E O N E S H O U L D L O O K AT T H E R E S E A R C H ON E F F O R T S TO T R A I N P A R A - P S Y C H O L O G I C A L A B I L I T I E S , NO O N E H A S D O N E I T C O N V I N C I N G L Y , NO T E V E N C H A R L I E T A R T . I H A T E TO BE A N A Y S A Y E R , B U T T H I S Q U E S T I O N G R E A T L Y E X A G G E R A T E S WHAT I S P O S S I B L E . WE C A N T E A C H T E A C H E R S TO C O M M U N I C A T E B E T T E R BY B E I N G S E N S I T I V E ' T U A L A R G E R V A R I E T Y OF C U E S AN D K I D S DO L E A R N B E T T E R T H E N , ( B ) * I T H I N K T H I S I S H A P P E N I N G ANO W I L L G R O W , B U T N O T F R O M F O R M A L T E a C H F . R - T R A I N I n G — B U T F R O M I N D E P E N D E N T S T U O Y BY T E A C H E R S , ( B ) * HOW CA N T H E S T U D E N T N O T G A I N ? ( E ) * HOW a r e YOU G O I N G TO M E A S U R E I T — M O R E T E S T I N G ? ( E ) 42a, Q U E S T I O N N U M B E R 2 7 c h e m t c a l i n c r e a s e OF i n t e l l i g e n c e C H E M I C A L S U B S T A N C E S B I Q L Q G I C A L L Y I D E N T I F I E D I N T H E B R A I N ANO K N O wn TO I N F L U E N C E S P E C I F I C R E S P O N S E S w I L L BE C O M M O N L Y U S E D I N E O U C A T I O N A L S E T T I N G S TO I N C R E A S E I N T E L L I G E N C E , C O M M E N T S F R O M WOUNO U N E I 0 0 N O T A G R E E W I T H U S I N G D R U G S F O R S U C H P U R P O S E S i ( E ) I S T H I S B E I N G P R O P O S E D OH S U P P O S E D ? CE) R E S P O N S E : S U P P O S E D , I L I K E 8 I 0 F E E D B A C K B E T T E R T H A N D R U G S , CE) D A N G E R O U S , ( B ) I T S E E M S TO M£ T H A T I N T H E “ O L D E N D A Y S " WHEN I T O O K P S Y C H O - O L O G Y I N C O L L E G E , " S T R E S S " WAS A V A L U E D ANO C O N T R I B U T O R Y P A R T OF T H E L E A R N I N G P R O C E S S , I W O N D E R WHY * £ n o w O E C I D E T H a T R E L I E V I N G A N X I E T Y W I L L I M P R O V E L E A R N I N G , A N A T I O N ON V A L I U M F R I G H T E N S m E I S U C H P A S S I V I T Y CA N L E A D TO S L A V E R Y ! CE) I H O P E N O T ! CB) H M f T H I S T O U C H E S ON S O M E T A B O O S ANO F E A R S , w £ L L , WHO K N O W S ? ( E ) T H I S R A T S E S E T H I C A L P R O B L E M S , CB) C O M M E N T S F R O M R O U N D TWO " I D E N T I F I E D , k n o w n TO I N F L U E N C E , AND U S E D " — BY w h O M ? J J CB) T H E a O R O " C O M M O N L Y " D O E S I T . T H I S W I L L BE U S E D I N S P E C I F I C C A S E S B U T n O T COMMUNLY, CB) I aM ASSUMING T H A T T H I S I N C L U D E S N U T R I T I O N , h E A L T H l Y F O O D S , E T C , CB) D I E T A R Y AMO N U T R I T I O N A L C O N T R O L C O N T R O L S H O U L D BE M E N T I O N E D h E R E . n u R G S AR E A S P E C I A L I Z A T I O N — I N E F F E C T I V E , ( B ) T H I S W I L L V E R Y S L O W L Y S P R E a o F R O M U S E W I T H E m R C E M O T T O n a L L Y AMD M F n T A L L Y R E T A R D E D ) L EA w Nf c ' R S, I F T H E N , O W I N G TQ P O L I T I C A L L I A B I L I T I E S . CB) 427 * T H I S I S MOT L I K E L Y . ( E ) ' • C Q M H O N L Y U S E D " I S V I R T U A L L Y I M P O S S I B L E — " E X P E R I M E N T A L L Y ' 1, P E P H A P S , ( E l I AM A S S U M I N G T H E Q U E S T I O N I S N O T L I M I T E D TO P U B L I C E D U C A T I O N S E T T I N G S . CE) B R A V E N £ w W OR L D I S ON T H E H A Y | ( E ) T H I S B E G S T H E Q U E S T I O N . CE) C O M M E N T S F R O M R O U N D T H R E E P I T Y T h e p o o r k i d WHO I S MA D E A R T I F I C A L L Y B R I G H T W H I L E I N S C H O O L , AND WHEN HE G R A D U A T E S F I N D S O U T HE I S A D U L L C L O P WHO I S I N A J O B F O R W H I C H HE I S N O T T R U L Y C O M P E T A N T , ( B ) » A P P R O P R I A T E L Y " U S E D , ( B ) T H I S S T I L L S C A R E S M E , CE) T H I S W O N ' T BE A C C E P T E D BY T H E G O V E R N M E N T OR T H E P U B L I C J ( E ) Q U E S T I O N n u m b e r 2fl U S E OF AN X I E T Y - R E L I E V I N G D R U G S A N X I E T Y . R E L I E V I N G D R U G S W I L L RE U S E O TO E N C H A N C E L E A R N I N G AS A 3 T A N O A R O E D U C A T I O N A L R R O C E D U R E I N E D U C A T I O N A L s e t t i n g s . C O M M E N T S F R O M R O U N D u n e I DO N O T A G R E E W I T H U S I N G D R U G S F O R S U C H P U R P O S E S l ( £ ) I CA N S E E A H U G E P R O B L E M H E R E . ( E ) I F w £ R E A L L Y C A N ' T A F F E C T I L L E G A L D R U G U S E , WE C L E A R L Y W O N ' T BE O O I N G M U C H TO I M P R O V E E D U C A T I O N , CB) T H I S I S A M A T T E R O F A T T I T U D E T O W A R D S D R U G S - S A N C T I O N S P E R M I T T I N G OR B A N N I N G . I T I S N O T A M A T T E R OF L E G A L V S , I L L E G A L . ( B ) T H I S I S A V E R Y C R I T I C A L P R O B L E M T O B E D E A L T W I T H C A R E F U L L Y B E F O R E AN T U S E O F D R U G S B E G I N S , CE) S E L F - R E G U L A T I O N R A T H E R T H A N D R U G I N T E R V E N T I O N I S V E R Y I M P O R T A N T . CB) C O M M E N T S F R O M R O U N O TWO I H O P E N Q T , CB) A G A I N , " 3 T A N O A R O ” D O E S I T . M UC H C U R R E N T M E T H O D O L O G Y I S B A S E D ON I N C R E A S I N G A N X I E T Y T H R O U G H T E S T S , P U N I S H M E N T , T H R E A T S , E T C . I D O U B T T H A T T E A C H E R S C O U L O G I V E T H I S U P , CB) T H I S I S A L R E A D Y I N U S E I N S P E C I A L E O U C A T I O N ANO C O U N S E L I N G , Cfl) I N m y O P I N I O N , E A R L I E R I T E M S ON T H E U S E O F A L T E R E D S T A T E S , R E L A X A T I O N , e t c . w i l l m a k e T H I S U 8 S 0 L E T E T H i N K I N G . CB) h O P E F H u l y N E V E R ) , CE) E V E N I N T H E " D R U G S O C I E T Y " , T H E U S E O F C H E M I C A L S BY P U B L I C I N S T I T U T I O N S F U R T E A C H I N G . C H I L O H F N w T L L BE SL OW I n C O M I N G ; I F E V E R . CE) 429 T H I S I S O O N E N O W , U N F O R T U N A T E L Y , I N S O H E S C H O O L S , ( 8 1 * 8 R A V E NEW WOR LD A G A I N , CE] * R t C O M M E N T A R Y - * I T S E E M S TO HE T H A T I N T H E " O L D E N D A Y S " WHEN I T OOK P S Y C H O L O G Y I N C O L L E G E , " S T R E S S " WAS A V A L U E D ANO C O N T R I B U T O R Y P A R T OF T H E L E A R N I N G P R O C E S S , I W O N DE R wh y w£ NOW D E C I O E T H A T R E L I E V I N G A N X I E T Y W I L L I M P R O V E L E A R N I N G , A N A T I O N ON V A L I U M F R I G H T E N S H E | S U C H P A S S I V I T Y CA N l £ a O TO S L A V E R Y ; CE] R 2 X S T R E S S OR " O R E A P T L Y " T E N S I O N " I S N O T E Q U A L TO OR T H E S A M E AS A N X I E T Y , ( 8 1 C O M M E N T S F R O M R O U N D T H R E E * T H I S WQ U LO B E S O C I A L L Y M A L A D A P T I V E I N T H E L O N G R U N , S U R V I V A L D E P E N D S ON T H E R A C E L E A R N I N G HOW T o S E L F - R £ G U L A T £ S T R E S S R E S P O N S E S . T H E WAY T O G E T A WEAK L E G I S TO A L WAYS U S E A C R U T C H . ( 8 ) » T H E R E I S O U I T E A D E V A S T A T I N G L I T E R A T U R E ON T H E A B U S E OF P R E S C R I B E D D R U G S I N E D U C A T I O N A L S E T T I N G S , T H E I M P L I C A T I O N T H A T • T H I S I S D E S I R A B L E I S N A I V E , I T MAY H A P P E N AN O W £ » L L A L L 0 E A P P A L L E D , T H E Q U E S T I O N I S , U N O E R WH AT C O N D I T I O N S 0 0 A N X I E T Y R E L I E V I N G D R U G S E N H A N C E L E A R N I N G ? V E R Y F E W , W HA T T H E E N H A N C E I S I S T h e A S I L I T Y O F T H E S Y S T E M TO C O N T R O L T H E S T U D E N T S , ( 8 ) * H O P E F U L L Y P R E S E N T U S E , I F T H I S BE T H E C A S E , W I L L BE R E P L A C E O B Y R E L A X A T I O N , R I 0 F E E D 8 A C K , E T C . OR A L L wE »RE S T R I V I N G TO A C H I E V E V I S A v i s B R A I N / M I N D R E V O L U T I O N G O E S O U T T H E W I N - 0 0 - . CB] * SO ME N 0 W | CE] * N O T I N P U B L I C S C H O O L S , B U T I I M A G I N E / K N O W S O M E O R U G S ARE U S E D I N P R I V A T E C O M M U N I T Y S C H O O L S . ( E ) * A N X I E T Y may BE ON E OF T H E FE W D I F F E R E N C E S B E T W E E N H U M A N T H I N K I N G AND C O M P U T E R T H I N K I N G I N A Ht JNORE O Y E A R S , CB] * R 2 C O M M E N T A R Y R2>: * I H O P F N O T , CB] R 3 J SO DO I , CB] - R 2 J • I n my O P I N I O N , E A R L I E R I T E M S ON T H E U S E O F A L T E R E D S T A T E S , R E L A X A T I O N , E T C , W I L L M A K E T H I S O B S O L E T E T H I N K I N G , CB3 R 3 J Y E S , 3 E L F - C 0 N T R 0 L R A T H E R T H A N u R U G - C O N T R Q L i ( 8 ) - K 2 : * S T R E S S OH M O S T A P T L Y " T E N S I O N " I S N O T E Q U A L TO OP T H E S A M E AS A N X I E T Y , CB] H 3 : T H E R E I S an O P T I M A L L E V E L O F T E N S I O N , H I G H T E N S I O N P E O P L E N E E D R E L A X A T I U N a n o V I C E V E R S A , Q U E S T I O N NUMBER 2 9 LE G A L ANO I L L E G A L DRUGS THE C O O R D I N A T I O N OF S A N C T IO N E D L E A R N I N G DRUGS USED I N E D U C A T I O N A L S E T T I N G S W IT H E P I D E M I C - L E V E L I L L E G A L DRUG USE 8Y S T U O E N T S OF ALL AGES W I L L BE A MAJOR P U B L I C E O U C A T I O N C O NT RO V E R S Y . * COMMENTS FROM ROUND ONE * * L E A R N I N G DRUGS W I L L BECOME O B S O L E T E FOR OTHER R E A S O N S . WE W I L L LE ARN TO CO NTRO L C O N S C I O U S N E S S BY N O N-Q RU G M E A N S , CB) * D O N ' T PHRASE T h i s a s AN E I T H E R / O R S T A T E M E N T , N O N - S E - Q U I T O R . ( B ) * B E T T E R THE N A TU RAL THAN D R U G S . CE} * I DO MOT AGREE W IT H U S I N G DRUGS FOR SUCH P U R P O S E S I CE) * I F T H I S SAYS WHAT I T H I N K I T MEANS TO S A Y , I T NEGA TES T H I S E N T I R E S E C T I O N ON L E A R N I N G O R U G S . SO WHY C O N S ID E R T H E I R U S E ? CE) * BUT o R A I n AND N E U R O L O G IC A L KNOWLEDGE A L O N E , W IT H O U T S E L F - R E G I ' L A T I O N , I S NOT ENOUGH - ANO DRUGS I N T E R F E R E W IT H S E L F - R E G U L A T T O N . CB) * COMMENTS FROM ROUND TWQ - * " C O O R D I N A T I O N " I S U N C L E A R . CB) * THE S T R U C T U R E GF T H I S Q U E S T I O N I S VERY B A D , w£ ARE ASKED TO P I C K THE E A R L I E S T DATE f o r c o n t r o v e r s y ? Y E S , t h e r e w i l l BE C O N T R O V E R S Y , I ANSWERED THE Q U E S T I U N AS I F I T wERE THE USE OF SUCH DRUGS * € ARE C O N S I D E R I N G . CB) * fl ML Y W IT H S P E C I F I C TA R G ET GROUPS SUCH AS EMR C E M O T IO N A L L Y a n d m e n t a l l y R E T A R D E D ) L E A R N E R S , P E R H A P S . CB) * w h e n DRUGS BECOME A V A I L A B L E . T h EY w I L L BECOME A MAJOR CON TROVERSY R I G H T AWAY, ( B ) * R I T A L I N I S AL READY C O N T R O V E R S I A L , BUT W ID E S P R E A D , I F S A N C T I O N E D , Y E S , TH ERE W I L L b £ C O N T R O V E R S Y , CE) * T H I S I S I M P O S S I B L E TO RESPOND TO I N THE FORMAT P R E S E N T E D . "O A T E u F U S E " ANO " A C C E P T E D U S E " HAVE N O T H IN G TO 0 0 w I T H w h e t h e r t h e r e w i l l b e a c o n t r o v e r s y , c e ) nr I T ' S I M P O S S I B L E TCI PUSH ONE DRUG W H I L E T R Y I N G TO E L I M I N A T E ANOTHER - I T D O E S N ' T MAKE S E N S E . CE) * I ' D F I G H T A G A I N S T T H I S O N E . <E) * TH ERE I S MO DOUBT I T W I L L EVOKE C O N T R O V E R S Y , CE3 * ALCOHOL AND DRUG ABUSE ARE PROBLEM S ENOUGH I N THE S C H O O L S , who n I L L O V E R S E E " S A N C T I O N E D L E A R N I N G O R U G S " ? CE) * I HOPE I T NEVER H A P P E N S ! I AM OPPOSED TO U S I N G DRUGS EVEN " S A N C T I O N E D L E A R N I N G D R U G S " . I S R I T A L I N On E OF TH O S E? I AM OPPOSED TU U S I N G R I T A L I N , CE) n r R 1 COMMENTARY - nr S E L F R E G U L A T IO N RATHER THAN ORUG I N T E R V E N T I O N I S VERY I M P O R T A N T , CB) S 2 : T H I S I S A S S U M IN G wE CAN ED U C A TE A GROUP E X P E R T TN ESP A N Q /O R N E U R O P H Y S I O L O G Y , (B3 COMMENTS FROM ROUND TH REE * # " S A N C T I O N E D L E A R N I N G DR UG S" I M P L Y T H A T THE GOAL OF SC H O O L I N G I S L E F T - C O R T E X L E A R N I N G , H O P E F U L L Y , THE GOALS UF M£w AGE L E A R N I N G W I L L I N C L U D E THE T R A I N I N G OF TH E L I M B I C SY STE M AND THE H Y PO THA LUM I C - P I T U I T A R Y COMPLEX ANO FOR T H I S P U R P O S E , DRUG I N S T E a O OF S E L F - R E G U L A T I O N T R A I N I N G , WOULD BE D E S T R U C T I V E . CB3 nr T H I S ALREA DY I S . C 8 3 n r I HOPE THEY ARE’ NEVER U S E D , <E3 n r I T I S . D I F F I C U L T TO R E 5 P 0 N Q TO T H I S Q U E S T I O N , ( E ) . * R2 COMMENTARY . - P 2 : nr TH ERE I S . n O DOUBT I T W I L L EVOKE CO NTRO V E R S Y . C E 3 R 3 I I N O E E O , CB) R3J I A G R E E! ( B ) - R 2 ! * THE S T R U C T U R E OF T H I S Q U E S T I O N I S VERY 8 A 0 , w£ ARE ASKED TO P I C K THE E A R L I E S T DATE FOR CO NTRO V E R S Y , I ANSWERED THE Q U E S T I O N AS I F I T wERE THE USE OF SUCH DRUGS WE ARE C O N S I D E R I N G , ( 8 ) R 3 : m £ T O U . I AGREE! R 2 s * WHEN DRUGS BECOME AV A I L A B L E r THEY w I l L BECOME A m a j o r C O NTRO VER SY R I G H T AWAY, (BD Y £ S , CB) * T H I S I S I M P O S S I B L E TO RESPOND TO I N THE FORMAT P R E S E N T E O . "D A T E OF u S E " a n l ) "A C C E P T E D U S E" HAV£ NOTHING TO 00 n I TH WHETHER THERE -'IL L BE A CONTROVERSY. fE) W.3: TP S , QUESTION 15 UN a n s w e r a b l e AS W RI TT E N. CB) Q U E S T IO N NUMBER 3 0 L E A R N I N G DRUG O B S O LE S C E N C E N E U R O L O G IC A L O E T a I L I N G OF S T A T E S P E C I F I C L E A R N IN G ( H Y P E R - A L E R T N E S S , DEEP R E L A X A T I O N , E T C . ) W I L L MAKE URUG E N H A N C E MENT OF L E A R N I N G O B S O L E T E . * COMMENTS FROM ROUND ONE * T H I S I S MY MAJOR I N T E R E S T AREA I N TH E E D U C A T I O N A L S E T T I N G . f £ ) * I u n o e r s t a n o t h a t t h i s e x i s t s n o w i n t h e m e a o s c h o o l i n C O N N E T I C U T . ( E ) * N E U R O L O G IC A L KNOWLEDGE I S N ' T R E Q U IR E D FOR T H I S , ( B ) * I LO VE THE I D E A OF I N D I V I D U A L I Z E D L E A R N I N G T H I S SEEMS TO I M P L Y . BUT THE T Y P E OF A N A L Y S I S , AND THEN P O T E N T I A L L Y R I G I D C L A S S I F I C A T I O N OF A PERSON T H A T W I L L OCCUR BO TH ERS M E . P E O P LE ARE D I F F E R E N T AT D I F F E R E N T T I M E S OF T H E I R L I V E S ANO W I L L LEARN D I F F E R E N T L Y AT SUCH T I M E S , SO WHY S A Y , " T H I S I S Y O U " ? ( E ) I M P E R A T I V E I (B) T H I S W O N 'T BE BASEO ON N E U R O L O G IC A L I N F O R M A T I O N . ( B ) COMMENTS FROM ROUND TWQ h o * CAN O B S O L E S C E N C E PR EC ED E COMMON U S E ? CB) T W I S T E D Q U E S T I O N S MAKE FOR T W I S T E D AN SW ER S, I D O N ' T T H I N K THAT E I T H E R PART O F . T H E Q U E S T I O N I S Y A L I O . CB) TH ESE m E T H q d S a r e B E I N G USED NOW, ALTHOUGH NOT Y£ T * I U E S P R E A O . I SU GG EST DE C R EA S E ORUG ENHA NC EM ENT OF LEARN . IMG RA T H£ p THAN I T S O B S O L E S C E N C E . CS) a 1PIMX C H A N C E t h a t 1 5 Y E A R S SOME WI LL ALw AY s w ORSO LE T E . RU T THE FROM NO W , WE' LL UN - I L L BE GO N E , CB) T H I S I S IM PUS S I RLE TO M4KE OR UG E n HAN I T H AS BEE N I N w i n 'O B S O L E T E " , ONE h a s TO ASSUME USE F I R S T . CE) » TH ERE ARE TOO ^ AN Y V A R I A B L E S HERE TO P R O J E C T A T I M E L I N E . I F * £ C A N ' T P R O J E C T THE A D O P T I O N OF METHODOLOGY FOR 3 T A T E S P E C I F I C L E A R N I N G , HON CAN w£ P R O J E C T THE P O I N T AT w h I C H O PUG o W I L L BECOME U B S O L E T E , A S S U M IN G TH ERE I S A DATE AT W HICH THEY ARE P R A C T I C A L . CE) * HARO TO a n s w e r , t h i s a s s u m e s TH AT DRUG E N C H AN CEM EN T OF l e a r n i n g h i l l o c c u r , how e l s e c o u l o i t b e m a d e " o b s o l e t e " ? ( B ) R 1 C O M M E N T A R Y * l e a n i n g DRUGS w i l l b e c o m e o b s o l e t e f o r o t h e r r e a s o n s . we W I L L LEARN t o CONTROL C O N S C I O U S N E S S BY N O N-O RU G W EA NS. CB) R 2 : R I G H T 1 J ( B ) R 2 : R I G H T , CB) COMMENTS FROM ROUNO TH REE C O R R E C T , BUT " N E U R O L O G IC A L D E T A I L I N G " I S U N N E C E S S A R Y , I T I S U S E F U L TO KNOW ABOUT THE NEUROLOGY I N V O L V E D , BUT THAT KNOWLEDGE I S NOT TH E KEY F E A T U R E . I T I S , R A T H E R , THE D E V E L O P M E N T OF V O L I T I O N . ( 8 ) "D R U G S " ARE T Y P I C A L L Y A R T I F I C A L . E V E N T U A L L Y , THE O R G A N IC C H E M I S T S AND N U T R I T I O N I S T S W I L L BE O N E . CB) I AGREE W IT H THE COMMENTARY I N ROUNO TWO THAT T H I S Q U E S T IO N IS. POORLY P U T . CB) R2 COMMENTARY - R 2 ; * T W I S T E D Q U E S T I O N S MAKE FOR T W I S T E O AN S W E R S . I D O N ' T T H I N K TH AT E I T H E R PA RT OF THE DUES T I ON I S V A L I D , CB) RB s Y E S , POORLY WQROED Q U E S T I O N , CB) Q U E S T IO N n u m b e r 3 i m u l t i m o d a l l e a r n i n g M U L T IM O D A L L E A N I N G BASEO CN N E U R O L O G IC A L KNOWLEDGE W I L L BE A m a j o r e d u c a t i o n a l m e t h o d o l o g y w h e r e b y a l E a r n e r i s p r i m a r y C O G N I T I V E S T Y L E ( V I S U A L , A u D l A L , T A C T I L E , E T C . } I S S T I M U L A T E O AND I N T E N S I F I E D FOR THE R E S U L T I N G D E V E L O P M E N T OF A L T E R N A T I V E L E A R N IN G S T Y L E S ( E . G . A D O M IN A N T V I S U A L L E A R N E R ' S V I S U A L I Z A - T I O N A B I L I T I E S ARE H I G H L Y O E V E LO P E D ANO THEN USED AS THE MEANS OF D E V E L O P I N G H I S / H E R A O D I T I D N a L A U D I A L , T A C T I L E , E T C , A B I L I T I E S ) . * C O M M E N T S F R O M R O U N D O N E « N E U R O L O G IC A L I D E N T I F I C A T I O N I S NOT NEEDEO FOR T H I S , ( B ) T H I S N E E D N ' T HAVE A N Y T H IN G TO DO W IT H N E U R U L O G I C A L L Y I D E N T I F I E D L E A R N I N G S T Y L E S — ■ E M P I R I C A L KNOWLEDGE W IL L 0 0 F I N E . ( B ) ALL U N IQ U E L E A R N I N G S T Y E S ANO NEEDS MUST BE M E T , ( E ) F U TU R E D E V E L O P M E N T # 3 1 ANO 3 2 SEEM TOO S I M I L A R , I F T H I S m e a n s I h a v e t o T O U C H , F E E L , m o v e . ANO SM ELL THE M A T E R I A L TO BE L E A R N E D , W H E R E IN OOES THE M lN Q PER S£ ANO I T S I N T E L L E C T U A L C A P A C I T Y COME I N ? ( E ) I M P E R A T I V E ! CB) T H I S w o n ' t BE BASED ON N E U R O L O G IC A L I N F O R M A T I O N , ( B ) * C O M M E N T S F R O M H O U N D TWO • AS OF TODAY OR Y E S T E R D A Y ? WHAT HA P P E N E D TO THE I N D I V I D U A L I N ALL OF T H I S ? F A N T A S T I C A P R I O R I S O C I A L P L A N N I N G , ( 8 ) T H I S I S LE S S L I K E L Y TO BE W ID E S P R E A D BECA USE I T I S TOO L I M I T E D H E R E . TH ERE AHE MANY L E A R N I N G M O D E S , NOT 3 OR a , L E A R N IN G I S COMPLEX I CB) I SUGGEST " N E U R O S C I E N C E KNOWLEDGE" RATHER THAN "N E U R O L O G I C A L K N O W L E D G E " . CB) P R O V I D I N G h £ CAN R A I S E THE C O N S C I O U S N E S S OF MOST E D U C A T O R S . CB) I WONDER I F D O IN G T H I S R E A L L Y W IL L G UAR AN TEE L E A R N I N G ! BUI I T ' S 4 CHALl f-NGE. Ct£3 * ON NO! A SMALL s c a l e An !) E X P E R I M E N T A L L Y , I T ' S I T h a s TO B E ! CE) h a p p e n i n g it A N a w a r e n e s s o f m a t c h i n g t e a c h i n g - l e a r n i n g S T Y L E S • I S IM P O R T A N T H E R E . CE) * AS U S U A L , I m a y BE O VER LY O P T I M I S T I C , CB) * R i c o m m e n t a r y * 1 UN D E R ST A N D TH AT T H I S E X I S T S NOW IN SCHOOL I N C D N N E T I C U T . CE) R 2 : Y E S ! I n d e e d - I T d o e s ! c b ) THE MEAD - * N E U R O L O G IC A L KNOWLEDGE I S N ' T R E Q U IR E D FOR T H I S , ( 8 ) R 2 J R I G H T . ( B ) - * I LO VE TH E I D E A OF I N D I V I D U A L I Z E D L E A R N IN G T H I S SEEMS TO I M P L V . BUT THE TY PE OF A N A L Y S I S , ANO THEN P O T E N T I A LLY R I G I D C L A S S I F I C A T I O N OF A PERSON THAT W I L L OCCUR b o t h e r s m e . p e o p l e a r e d i f f e r e n t a t d i f f e r e n t T I M E S UF T H E I R L I V E S AND W IL L L E ARN D I F F E R E N T L Y AT SUCH T I M E S . SO WHY S A Y , " T H I S I S Y O U " ? ( E ) R2S GOOO P O I N T ! (B ) - * T H I S W O N 'T BE BASED ON N E U R O L O G IC A L I N F O R M A T I O N . CB) R25 BUT I T W I L L S U R E L Y H E L P ! ( B ) R 2» I AGREE - AT L E A S T NOT S O O N , N O N E T H E L E S S , I T W IL L O C C U R . ( B ) * COMMENTS FROM ROUNO TH R E E * * NOT A BAD I D E A , BUT N E U R O L O G IC A L KNOWLEDGE W I L L NEVER BE THE BASE FOR M U L T I M O D A L L E A R N I N G , I N S T E A D I T W I L L BE A CO M PRE H E N S I V E S E n S O R Y / R E S P O N S E , E M Q T I O T I A L / R E S P O N S E , AND C O G N I T I V E / RE SP ON SE A N A L Y S I S OF EACH C H I L D . CB) * T H I S Q U E S T IO N I S T E R R I B L Y w O R O ED . U N C L E A R , WE CAN NOW MATCH I N S T R U C T I O N W IT H A L E A R N £ f ? 'S P R IM A R Y L E A R N I N G S T Y L E (NO T C O G N I T I V E S T Y L E , W HICH I S Q U I T E D I F F E R E N T ) . HOW T H I S " D E V E L U P S " An A L T E R N A T I V E L E A R N I N G S T Y L E , OR WHY I T SHOULD I S NOT C L E A R . CB) * I T H I N K T H I S W I L L H A P P E N , BUT I WORRY ABOUT ALL TH AT C L A S S I F I C A T I O N . CB) * I F T H I S O CCURS, I HOPE " C R E A T I V I T Y " BECOMES A MAJOR COURSE I N C U R R I C U L U M . CE) * R2 COMMENTARY - R 2 : * I S U GG ES T " N E U R O S C I E N C E KN O W LE D G E” RATHER THAN " n E U R O L U G I C A L K N O W L E D G E " . CB) R 3 : G OOO. CB) Q U E S T I O N NUMBER 32 M U L T I S E n S O R Y D E L I V E R Y S Y S T E M S M U L T I S E N S O R v D E L I V E R Y S Y S T E M S OF L E A R N I N G ( K I N E S T H E T I C , V I S U A L , A U O I A L , O L F A C T O R Y , E T C . ) B A S E D ON n E U R O L O G I C A L L Y I O E N T I F I E O L E A R N I N G S T Y L E S W I L L BE E X T E N S I V E L Y U S E D I N E D U C A T I O N A L S E T T I N G S . * COMMENTS FROM ROUNO ONE * * NOT TH E P R IM A R Y F O C U S . ( E ) * THE S U B J E C T M ATTE R I S ALSO OF P R IM A R Y C O N C E R N , ( E ) * NO WAY. TH ERE H I L L BE L O T S OF OTHER T H I N G S TOO I ( B ) * THE P R I M A R Y , OR J U S T P R I M A R Y ? ( 8 ) R E S P O N S E : THE P R IM A R Y * I F " M E N T A L 1 * I S BROAOLY D E F I N E D ( I M A G I N A T I O N , V I S U A L I Z A T I O N , i n t u i t i o n , M E D I T A T I O N , E T C . ) - THEN 'Y E S , ( B ) * I F ANY OF T H I S " F U T U R I S T I C E D U C A T I O N " I S TO O C C U R , T H E N T H E R E S E A R C H B E T T E R B E E X E M P L A R Y AN D E X H A U S T I V E ! ( E ) * COMMENTS FROM ROUNO TWO * * I ' M I N C L I N E D TO AGREE THAT T H I S I S NOT A D E L I V E R Y S Y S TEM THAT W I L L BE BASED ON " N E U R O L O G IC A L I N F O R M A T I O N " , ( E ) * B A S I C A L L Y T H I S HA PP ENS W IT H K - 3 L E A R N E R S , M U L T I S E n SORY " D E L I V E R Y S Y S T E M S " (U G H ) ARE USED w I TH THOSE -H O 0 0 NOT HAVE R E A D IN G ANO W R I T I N G S K I L L S - FOR WHATEVER R E A S O N , T H I S - I L L BE E X TE N O E D TO USE W IT H THE L I T E R A T E . ( B ) * Y E S , I F THE D E L I V E R Y 3 Y S T E M S I N C L U D E THE C O M P U T E R , BUT L E A R N IN G S Y T L E S m a y n o t BE I M P O R T A N T , ( B ) * I T I S I N T E R E S T I N G AND W OR THW H ILE TO NOTE THAT BOTH E ' S AND 3 ' S SEE E D U C A T I O N A L AQ VA NC E3 CO M IN G FROM E D U C A T I O N AL a n O P S Y C H O L O G IC A L R E S E A R C H . TO A LARGE E X T E N D , P H Y S I O L O G I C A L - N E U R O L O G I C A L RESEARC H SE R V E S TO J U S T I F Y THESE OTHER T Y P E S . NOT TU LEAD I T , ( B ) * V A G U E . ( 8 ) * T H [ S W I L L BE B A S E D ON N E U R O L O G I C A L AS w E L L AS O T H E R INFORMATION. (H) * P R O V I D I N G wfc CAN R a I S E T H E C O N S C I O U S N E S S OF M O S T E D U C A T O R S . ( f n * T H I S I S A L R E A D Y H A P P F N I N G I N E a R L Y ( P R E - S C H O O L ) P R O G R A M S , A L T H O U G H n o t b a s e d o n n e u r o l o g i c a l t e s t s — M O S T L Y b a s e d o n T E A C H E R S ' K N O W L E D G E O F L F A R N E R S . C E ) * " E X T E N S I V E L Y " I S T O D B R O A D . C E ) » E D U C A T O R S W I L L E A S I L Y A C C E P T T H I S C O N C E P T I F T H E Y ' R E W I L L I N G TO G R O w . C E ) * w £ S H O U L D B E A w A R E T H A T S O M E S E G M E N T S OF T H E E D U C A T I O N A L D E L I V E R Y s y s t e m W I L L B E M O R E O P E N T O m u l t i s e n s o p y l e a r n i n g T E C H N I Q U E S t h a n O T H E R S — E L E M E N T A R Y m o r e T H A N s e c o n . D A R Y , S E C O N D A R Y M O R E THAN A D U L T A N D P O S T - S E C O N D A R Y , ( E ) * R 1 C O M M E N T A R Y a T H I S N E E D N ' T H A V E A N Y T H I N G T O DO W I T H N E U R O L O G I - C A L L Y I D E N T I F I E D L E A R N I N G S T Y L E S — E M P I R I C A L K N O W L E D G E W I L L D U F I N E . C 8 ) R 2 : B U T I T H E L P S ; CB ) R 2 : T R U E , BUT T H E R A T I O N A L E K I L L R E S U L T I N F A S T E R A C C E P T A N C E O F T H E O B V I O U S . CB ) C O M M E N T S F R O M R O U N D T H R E E Y E S , B U T N O T B A S E D ON " N E U R O L O G I C A L L Y I D E N T I F I E D " L E A R N I N G S T Y L E S , B U T ON O P E R A T I O N A L L Y - I D E N T I F I E D L E A R N I N G S T Y L E S C S E N S C R Y - E M O T I V E - C O G N I T I V E ) . ( 8 ) I F A I S T H E E A R L I E S T O A T E " E X T E N S I V E L Y U S E D " , T H E N HOW DO Y O U A N S W E R B A S " W I D E S P R E A D U S E " O F E X T E N S I V E U S E ? T H I S I S A R E C U R R I N G W O R D I N G P R O B L E M T H R O U G H O U T T H E Q U E S T I O N N A I R E . ( 8 ) MY C O N C E R N O F L A T E H A S B E E N T H A T T H E D E L I V E R Y S Y S T E M M AY A P P E A R M U L T I S E N S O R Y , B U T T H E R E C E I V E R C L E A R N E R ) C A M S T I L L B E A P A S S I V E R E C E P T O R A N D T H E R E C E P T I O N M A Y B E O F A W I D E V A R I A T I O N . ( E ) T H E C O M M E N T A R Y ON R O U N D O N E K I N D O F R E M I N D S ME O F T H E O L D H A C K : " T H O S E WHO A C T A S I F T H E Y K N OW I T A L L A R E S U C H A B O R E T O T H O S E O F U S WHO D O . " ( 9 ) R 2 C O M M E N T A R Y - • I T I S I N T E R E S T I N G A N O W O R T H W H I L E T O N O T E T H A T B O T H E ' S A N D B ' S S E E E D U C A T I O N A L A D V A N C E S C O M I N G F R O M E D U C A T I O N A L A N D P S Y C H O L O G I C A L R E S E A R C H , T O A L A R G E E X T E N T , P H Y S I O L O G I C A L - N E U R O L O G I C A L R E S E A R C H S E R V E S T O J U S T I F Y T H E S E O T H E R T Y P E S , N O T T O L E A D I T , CB) R 3 ! G O O D P O I N T , ( B ) 438 Q U E S T I O N N U M B E R 3 3 E D U C A T I O N A L R E S E A R C H T H £ S T U D Y O F M E N T A L P R O C E S S E S OF L E A R N E R S , N E U R O L O G I C A L D E V E L O P M E N T , A N D I N D I V I D U A L d i f f e r e n c e s h I L L B E T H E P R I M A R Y F O C I O F E D U C A T I O N A L R E S E A R C H . C O M M E N T S F R O M W O U N D O N E I D O N ' T U N D E R S T A N D T H I S . C B ) M A N D A T O R Y B I R T h C E N T E R E D U C A T I O N ? { B ) I h a v e NO I D E A W H A T A B I R T H C E N T E R I S , C B ) V I T A L . C E ) I D O N ' T S E E T H E C O N N E C T I O N , C E ) r WHAT I S MEANT B Y B I R T H C F N T E R E D U C A T I O N ? C E ) R E S P O N S E : P R E L I M I N A R Y R E S E A R C H ON N O N - T R A U M A B I R T H M E T H O D S S U C H A S T H E L E B O Y E K M E T H O D H A V E I N D I C A T E D P O S T N A T A L D E V E L O P M E N T A L P O S S I B I L I T I E S S U C H A S A M B I D E X T E R I T Y A N D H I G H I N T E L L I G E N C E . A L S O , I N C R E A S E D I N V E S T I G A T I O N OF T H E N E U R A L C A P A B I L I T I E S OF T H E F E T A L H U M A N D U R I N G T H E T H I R D T R I M E S T E R M AY N E C E S S I T A T E M O R E I N F O R M A T I O N D I S S E M I N A T I O N A N D G E N E R A L E D U C A T I O N O F T H E P A R E N T I N G P U B L I C B Y C E N T E R S S P E C I A L I Z I N G I N P R E A N D P O S T N A T A L C A R E , B E C A U S E O F T H E P R I O R I T Y O F T H I S A R E A , L E G I S L A T I O N L I K E T I T L E I OR T I T L E 9 W I L L B E E N A C T E D T O P R O V I D E F U N D S , * N O T M A N D A T O R Y L E G I S L A T I O N , C E ) * T H E T E R M " M A N D A T O R Y B I R T H C E N T E R " S O U N D S W E I R D 1 I T S O U N D S L I K E S P E R M B A N K S F O R G E N I U S E S O N L Y J 1 C E ) C O M M E N T S F R O M R O U N D TWO * D E L E T E ' ' P R I M A R Y " . CB ) * T H E R E M U S T B E F E E D B A C K R E S E A R C H ON T H O S E E N G I N E E R I N G T H E L E A R N I N G E X P E R I E N C E S A N D , U N L E S S T H I S I S I M P L I E D AS P A R T OF T H E I D E N T I F I E D E D U C A T I O N A L R E S E A R C H , T H E N T H E S T U D * Y OF M E N T A L P R O C E S S E S I S B U T P A R T OF T H E T O T A L L E A R N I N G E N V I R O N M E N T , ( B ) 439 * S I G N I F I C A N T , b u t n o t T H t P R I M A R Y . CB) * P R I h A R Y ? C E ) * n o t T h E P R I m a r y , B U T C E R T A I N L Y M A J O R , C E ) * C O M M E N T S F R O M H O U N D T H R E E * * D E L E T E " P R I M A R Y " , CB ) * t h i s i s A L R E A D Y O C C U R I N G I N t h e C O M P U T E R I N D U S T R Y , C B ) * R 2 C O M M E N T A R Y - * ? : * s i g n i f i c a n t , b u t n o t t h e p r i m a r y , C B ) R3! I AGREE, CE) Q U E S T I O N N U N r f E O 3<» M E U R O L C G I C A L U Y - I N F L U F N C t O E D U C A T I O N A L L E G I S L A T I O N 3 E C A U S E O F I N C R E A S E D K N O W L t O G E O F N E U R O L O G I C A L F U N C T I O N S , M A N D A T O R Y B I R T h c e n t e r E D U C A T I O N L E G I S L A T I O N » I L L 8 £ E N A C T E D , * C O M M E N T S F R O M R O U N D O N E * • w h y s t o p a t " E a r l y c h i l d h o o d " ? c e i R E S P O N S E : t h e P O I N T I N T H I S F U T U R E D E V E L O P M E N T I S T H A T B R A I N G R O W T H I S M O S T R A P I D I N T H E F I R S T 1 8 M O N T H S O F H U M A N L I F E , • V I T A L . ( E ) • I T I S N I T C L E A R t h a t G R O W T H A N O I N T E L L I G E N C E A R E T H £ S A M E . ( H I » I T H I N K P R E N A T A L a n d E A R L Y C H I L D H O O D C A R E A L R E A D Y T R Y T O H E L P P A R E N T S D O T h i s , T h i s O O E S n « T S a y WHO w i l l P R O V I D E t h i s S T I M U L I , I A S S U M E P A R E N T S ! ( £ 3 .» » T C ( I P T I M I 2 E n o r m a l H E A L T H , N O T T O C R E A T E " B I G H R A I n S " . ( 9 3 * C O M M E N T S F R O M R D I J N G TW(J « * F E D E R A L L Y F U N D E D r»UT M O T M A N D A T O R Y , T H I S O N E I S A P D * € R T R I P ; ( ? ) * D D E S . I T H A V E T d B E 8 Y THfc G O V E R N M E N T ? C S ) * T H I S S H O U L D I N C L U D E E A R L I E R C A R E / E G U C A T I O N O F P A R E N T I N G . T H F 3 R 0 T R I M E S T E R I S T O O L m T £ F O m S U C H a r £ a S a S h R a T n D E V E L O P M E N T a I D E O - H I N p E R E O P Y m a T E H N a l N U T R I T I O N , C E j * I T H O U G H T T H E S T A T E M E N T w A S V E P V C L E A R , N O T C O N F U S I N G a t a l l ; i h i s h i t w o u l d h a p p e n s o o n e r ; c e j * u Acs C - T o r Y P I R T w C E N T E R E D U C A T I O N S E E M S U N L I K E L Y £M T h E U . S . “ t C A U S E O F r ' F A P Q F 5 T £ » ? i l I Z A T I On AS r>*S O C C U R R E D r_. u r p t M C E N T E R S ' I . -.4 a h at. C H I ' U , ...CJLI COH-E'iTS FR DM -rCUNU rHr»F£ , i flv 'UiT -ANUArEn HY LEGISLATION. "LCm MGHE LIKELY rn .'.v«rL4rLE -5 an u PTIDn . CE] 441 Q U E S T I O N N U M B E R 3 5 D E V E L O P M E N T A L c o n t r o l E n v i r o n m e n t a l a n d n u t r i t i o n a l S T I M U L I w I L L H E E X T E N S I V E L Y U S E D I N C O M B I N A T I O N T O I N F L U E N C E B R A I N T I S S U E A N D C E L L G R O W T H F O R I N C R E A S E D - I N T E L L I G E N C E F R O M C O N C E P T I O N T H R O U G H E A R L Y C H I L D H O O D . * C O M M E N T S F R O M R O U N D O N E * * P O O R L Y W O R D E D - " T O O R G A N I Z E A D O L E S C E N T E D U C A T I O N A R O U N D D E V E L O P M E N T A L L E A P S " ? CB) R E S P O N S E : N Q . T H I S W O R O I N G C H A N G E S T H E M E A N I N G , T H E C O N C E P T I S T H A T A D O L E S C E N T H O R M O N A L C H A N G E S A N O T H E R E S U L T I N G S T I M U L A T I O N O F L I M B I C - P R E F R O N T A L C O R T E X C I R C U I T R Y m a k e s t h e A 0 0 L E 3 C E N T P E R I O O a s I M P O R T A N T A D E V E L O P M E N T P E R I O D A S E A R L Y C H I L O H Q O O I S P R E S E N T L Y K n P w N T O H E , * A D O L E S C E N T E D U C A T I O N A L P R O C E S S E S T R U L Y N E E D I M P R O V E M E N T . S I N C E I D O N ' T k n o w W H A T " L I M 8 I C - P R E F R Q N T A L C O R T E X C I R C U I T R Y " M E A N S , Y O U G E T w o C L E A R A N S W E R F R O M M E ON T H A T F I R S T P A R T , I J U S T D O N ' T W A N T A " O n E F L E W O V E R T H E C U C K O O S ' S N E S T " L O - 9 0 T 0 M Y E X P E R I E N C E P E N O I N G 1 C E ) * C O M M E N T S F R O M R O U N D TWO * P A R E N T E D U C A T I O N I S M O R E I M P O R T A N T T H A N B I R T H T R A I N I N G F D R B A B I E S . CB ) I N C E R T A I N S E G M E N T S O F S O C I E T Y - - J U S T A S S O M E A R E NOW F E D w E L L a n D S O M E A R E N ' T , ( 8 ) T H I S I S A L R E A D Y O C C U R R I N G ON A S M A L L S C A L E ( M Y C H I L D , F D R E X A M P L E ) . ( E ) T H I S T Y P E O F D E V E L O P M E N T i s M U C H L E S S T H R E A T E N I N G TO P A R E N T S a n 0 E D U C A T O R S A L I K E . I T D E A L S W I T H V A L U E S T H A T E V E R Y O N E E S P O U S E S . T H E R E F O R E , I T w J L L H A P P E N M U C H S O O N E R . A L S U I T I N V O L V E S M O R E F A M I L I A R M E T H O D O L O G Y ( E . G . N U T R I T I O N ) . ( F ) * I AM S T U C K ‘-‘E P F o E C A U S E A R E A S K E D W H A T " S C H O O L S Y S T E M S " w I L L DO A B O U T T H I S . O T H E R S O C I A L I N S T I T U T E S W I L L H A V E A G R E A T E R I N F L U E N C E C E . G , P U B L I C W E A L T H ) , ( E ) k j C u H m E K T a RY - * TO d P U k i Z E N O R M A L M t A L T H , N O T T U C R t A T E " B I G B R A J n S " . CR ) R 2 ! Y E S ! ( E 3 C O M M E N T S F R O M R O U N D T H R E E " S T I M U L I " I S T H E W R O N G W O R D . A r i c h e n v i r o n m e n t A N D H E A L T H F U L N U T R I T I O N A R E N E E D E D , N O T S T I M U L I F O R D E V E L O P I N G I N T E L L I G E N C E . S A N I T Y I S N O T d i r e c t l y p r o p o r t i o n a l t o i n t e l l i g e n c e . E V E N T h o u g h I U N D E R S T A N D I T S i n t e n t , t h e S T A T E M E N T P R E S U M E S T O O M U C H . { B ) T H I S W O N ' T B E D O N E I N S C H O O L S Y S T E M S , I T C D m E S T O O L A T E AT T H E A G E O F 5 OR 6 . I T N E E D S T O H A P P E N I N T H E H O M E . CB ) M O R E w i l l B E D O N E A S T H E G O V E R N M E N T F I N D S I T C A N H E L P GROW H E A L T H I E R C I T I Z E N S , C E ) M A Y B E N O T S O MUCH T H R O U G H T H E S C H O O L S Y S T E M S B U T T H R O U G H P A R E N T E D U C A T I O N , C O M M U N I T Y C O L L E G E S , OR P R I V A T E W O R K S H O P S . ( E ) R g C O M M E N T A R Y - R g S * T H I S I S A L R E A D Y O C C U R R I N G ON A S M A L L S C A L E ( W I T H MY C H I L D , F O R E X A M P L E ) , C E ) R 3 : I L O V E I T ! C E ) - R 2 ! * I AM S T U C K H E R E B E C A U S E WE A R E A S K E D w h a T " S C H O O L S Y S T E M S " W I L L D O A B O U T T H I S , O T H E R S O C I A L I N S T I T U T E S W I L L H A V E A G R E A T E R I n F l u - E n C E C E , G . P U B L I C H E A L T H ) , C E ) R S S Y E S ! C B ) Q U E S T I O N N U M B E R 3 6 a d o l e s c e n t b r a i n g r o w t h N E * E V I D E N C E C O N F I R M I N G T H E R E L A T I O N S H I P B E T W E E N A D O L E S C E N T H O R M O N A L c h a n g e s A N D T H E S T I M U L A T I O N O F T H E L I M B I C - P R E F R U N T A L C O R T E X C I R C U I T R Y W I L L C A U S E E D U C A T O R S TO G I V E A D O L E S C E N T E D U C A T I O N T H E S A M E I M P O R T A N C E F O R D E V E L O P M E N T A L L E A P S A S E A R L Y C H I L D H O O D E D U C A T I O N . * C O M M E N T S F R O M R O U N D O N E * * W H A T K I N D O F I N T E R V E N T I O N ? E A C H C H I L D ’ S P H Y S I C A L G R O W T H I S D I F F E R E N T . W O U L D T I M E D C O R R E S P O N D A N C E R E Q U I R E A " B R A I N T A P " ? C E ) * H O * C O U L O T H I S B E D E T E R M I N E D ? ( E ) * w h a t i s " T I M E D C O R R E S P O N D E N C E O F I N S T R U C T I O N A L I N T E R V E N T I O N " ? r e ) * I F T H I S M E A N S T H A T T H E E D U C A T I O N A L P R O C E S S S H O U L D B E G E A R E D T O W H E R E A Y O U N G P E R S O N I S P H Y S I C A L L Y A N D D E V E L O P M E N T A L L Y , A G R E E D , S O T I S E X P A N D E D N E U R O L O G I C A L K N O W L E D G E W H A T WE N E E D , OR S H O U L D I T B E C O U P L E D W I T H K N O W L E D G E O F T H E P E R S O N , T H E P S Y C H E , T H E H U M A N I T Y ? ( E ) * COMMENTS FROM ROUND TWO * A WE A R E N O T O R I O U S L Y S L O W T O T R Y I N N O V A T I V E T E C H N I Q U E S W I T H A D O L E S C E N T S B E C A U S E WE A R E A M B I V A L E N T A B O U T T H E A O O L E S C E N T , M A Y B E I X , T H E P R O B L E M H E R E A G A I N I S W I D E S P R E A D , WE A R E T A L K I N G N O T A B O U T A C H A N G E O F T E C H N I Q U E B U T A B A S I C C H A N G E I N A T T I T U D E . C B ) * I DO N O T U N O E R 5 T A N O T H E W O R D I N G . C B ) * A D O L E S C E N T E D U C A T I O N W I L L E M E R G E I N I M P O R T A N C E A S A R E S U L T O F O T H E R F A C T O R S . C E ) * V A G U E , CB ) * T E R R I B L Y I M P O R T A N T ! O U R J U N I O R H I G H S T U D E N T S A R E " D Y I N G ON T H E V I N E 1 1 " C E ) * RJ C O M M E N T A R Y - * A O O L E S C E N T E D U C A T I O N A L P R O C E S S E S T R U L Y N E E D I M P R O V E M E N T . S I N C E I D O N ' T KNOW W H A T " L I M B I C - P H E F R O N T A L C O R T E X C I R C U I T R Y " M E A N S , Y O U G E T NO C L E A R A N S W E R F R O M P E ON T h a t F I R S T P A R T . I J U S T D O N ’ T D O N ' T W A N T A " O m E F l F U V fc'R T H E C U C K O O ' S N E S T " L 0 B 0 T O M Y E X P E R 1 - ■ E N C E P E N D I N G ! CE.) ? ! CB! R 2 : I A G R E E . C E ) c o m m e n t s f r o m r o u n d t h r e e * * w I T H " D L O E R " P E R S O N S I N D O M I N A N T N U M B E R S I n T H E P O P U L A T I O N , 1 T H I N * V .E W I L L C O N T I N U E T O W A N T TO A V O I D T H E R E A L I T Y OF A D O L E S C E N C E - - E S P E C I A L L Y W I T H T H A T A G E G R O U P B E I N G AN E A S Y P U S H F O R C E R T A I N E C U N U M I C I N T E R E S T S , I . E . M U V I E , P O P C J I T U R E , M U 5 I C , J U N K F O O D S . . . C E ) 445 Q U E S T I O N n u m b e r 3 7 D E V E L O P M E N T A L B R A I N e d u c a t i o n W I D E S P R E A D U S E I N E D U C A T I O N A L S E T T I N G S D F T I M E D C O R R E S P O N D E N C E OF I N S T R U C T I O N A L I N T E R V E N T I O N W I T H T H E P H Y S I C A L G R O W T H A N D D E V E L O P M E N T A L S T A G E S O F T H E B R A I N , C O M M E N T S F R O M R O U N D U N E * 3 U T " H A T W O U L D T H A T B E ? T H I S I S T O D G E N E R A L , I E ) * I M P E R A T I V E , C B ) * I F T H I S M E A N S t h a t T H E E D U C A T I O N A L P R O C E S S S H O U L D 8 E G E A R E D TO W H E R E A Y O U N G P E R S O N I S P H Y S I C A L L Y A N D D E V E L O P M E N T A L L Y , A G R E E D I B U T I S E X P A N O E D N E U R O L O G I C A L X n O W L E O G E w h a T WE N E E D , OR S H O U L D I T B E C D U P L E O W I T H K N O W L E D G E O F T H E P E R S O N , T H E P S Y C H E , T H E H U M A N I T Y ? ( E ) * B U T " S E N S O R Y D E P R I V A T I O N " I S S O M E T I M E S M U C H M O R E I M P O R T A N T T H A N S T I M U L U S S A T U R A T I O N , ( 0 ) * T H I S W O N ' T B E B E C A U S E O F I N F O R M A T I O N F R O M N E U R O L O G I C A L R E S E A R C H , CB ) C O M M E N T S F R O M R O U N O TWO * I D O N ' T P A R T I C U L A R L Y W A N T TO S E E T H I S . H O W E V E R , T H E R E W I L L B E B a n d - w a g o n T Y P E S L O O K I N G F D R E A S Y A N S W E R S , w £ n E E D A M U C H M O R E S O P H I S T I C A T E D M O D E L T H A N T H I S S U G G E S T S , CB ) * T H I S I S T O O S C I E N T I F I C TO B E P R A G M A T I C . ( E ) * " T I M E D C O R R E S P O N O A N C E " S E E M S a N A T U R A L E X T E N S I O N OF I N O I V I 0 U A L I Z A T I O N - - A S S U M I N G w £ C A N C O R R E L A T E A N D I D E N T I F Y E A C H I N D I V I D U A L ' S A P P R O P R I A T E S T A G E S . C E ) * P I c o m m e n t a r y * w h a t I S " T I M E D C O R R E S P O N O A N C E O F I N S T R U C T I O N A L I N T E R V E N T I O N " ? CB) R 2 : R E S P O N S E ? C E ) C O M M E N T S FROM RDUNQ T H R E E * fwfc UUESTTCV OF WHAT " T I M E D CORRESPOND a H C E D F I N S T R U C T I O N A L INTERVENTION" IS -AS NEVER A N S W E R E D . HO,, C O M E ? (El QUESTION n Um r e R 36 N E U R O L O G I C A L L Y - I N F L U E N C E O L E A R N I N G E N V I R O N M E N T S e d u c a t i o n a l l e a r n i n g e n v i r o n m e n t s w i l l b e d e s i g n e d t o b e M U C H M O R E I M F O R M a T I O N . R I C H a n d S T I M U L U S - S A T U H A T E D B A S E D ON E X P A N O E O N E U R O L O G I C A L K N O W L E D G E , * C O M M E N T S F R O M R O U N D O N E * T H I S w O U L O 8 E G R E A T F O R G L O B A L U N D E R S T A N D I N G , ( E l P O S S I B L Y , B U T T H E R E I S A L I M I T E O A M O U N T O F T I M E , H I L L WE T E A C H M I L T O N , OR A C U T E V I S U A L I Z A T I O N ? I D O N ' T K N O W , ( 8 3 E X C E L L E N T ! ( E ) " C R O S S - C U L T U R A L N E U R O L O G I C A L " I S A M I S L E A D I N G T E R M , ( B J T H I S I S H I G H L Y D E S I R A B L E G I V E N A G L O B A L C O M M U N I T Y , B U T I T I S P R O B A B L Y A L O W P R I O R I T Y , ( B ) I S U P P O S E E V E N O U R S O C I E T A L P E N C H A N T F O R E A S T E R N P H I L O S O P H Y A N D B E L I E F S Y S T E M S I S A P A R T O F T H I S , A N O I DO A P P R O V E O F B R O A D E N I N G O U R L E A R N I N G C A P A C I T I E S A N O U S I N G S E N S I T I V I T I E S O T H E R C U L T U R E S C A N T E A C H U S T O U S E , I ' M N O T S U R E HOW T H I S R E L A T E S T O N E U R O L O G I C A L C A P A C I T I E S T H O U G H , ( E 3 * C O M M E N T S F R O M R O U N O TWO _ * * A G A I N , I W O N D E R I F W£ W O N ' T W A N T T O F O C U S J U S T ON Y O U N G C H I L D R E N , HUW TO O R C H E S T R A T E S E N S O R Y S T I M U L A T I O N I S T H E Q U E S T I O N - D U A L I T Y V E R S U S Q U A N T I T Y , C B ) * T H I S I S A L R E A D Y W I D E L Y A C C E P T E D I N P R I N C I P L E , E L E M E N T A R Y ' S C H O C L T E A C H E R S A R E T A U G H T TO P R O V I D E A " R I C H E N V I R O N M E N T " , ( B ) * O N L Y A 3 P / 5 B P R O B A B I L I T Y B E C A U S E O F A L L T H E F I N A N C I A L P R O B L E M S I N V O L V E D . ( 0 ) » N E U R O L O G I C A L AS w e l l a s o t h e r d a t a , CB ) « a g a i n , T H I S A L R E A D Y H A P P E N S I N E L E M E N T A R Y E D U C A T I O N , C E ) * r E . X P F C T P R O C E S S T O w I n C iv E R C O N T E N T , ( E ) » T h i s U E P E n i i S O n T h e E C O N O M I C S ' O F E N R I C H I N G L E A R N I N G E N V I R - O w M r . v T S . C E ) * Pi C 0 M M E KT A R Y * T H I S v - O N t T Bfc B E C A U S E OF I N F O R M A T I O N f r o m n e u r o l o g i c a l RESEARCH. CH) R 2 : A G R E E D . ( E ) E 2 ! I T S H O U L U H E . CH ) * c o m m e n t s F R O M K O U N U t h r e e * * I T H I N K T H I S W I L L H A P P E N , B U T I AH N O T C O N F I O E N T • T H A T T H E R E S U L T S W I L L B E F A V O R A B L E , T H E E N V I R O N M E N T I S A L R E A D Y S T l M U L U S - S A T u R A T E O . C B ) ’ * B U T E C O N O M I C S M A Y C R U N C H T H I S i C E ) * W H I L E I N F L A T I O N L E A P S T O 1 B - 2 P I X , T H E P R I C E P E R F O R M A N C E OF D a t a P R O C E S S I N G H a s i n c r e a s e d b y a f a c t o r OF 1 I N L E S S T H A N 5 Y E A R S . AT T H I S R a T E , I N F O R M A T I O N I S B E C O M I N G M O R E A V A I L A B L E A N D L E S S E X P E N S I V E AT AN U N F O R E S E E N P A C E . A T T H E R I S K O F H E R E S Y , M O S T E D U C A T I O N T A K E S P L A C E O U T S I D E O F T H E S C H O O L . CB ) * T H I S H a s A L R E A D Y H A P P E N E D , CB ) * I T H I N K E L E M E N T A R Y T E A C H E R S W ORK V E R Y H A R D I N P R O V I D I N G AN " I N F O R M A T I O N M I C H " E N V I R O N M E N T . H O W E V E R , T E A C H E R T R A I N I N G P R O G R A M S H A V E T O S T R E S S T H E " G O O O " E N V I R O N M E N T T E C H N I Q U E S AMD A S P E C T S TO T H E S E C O N D A R Y T E A C H E R S . I D O N ' T T H I N K T H E Y DO M U C H O F I T T O D A Y , ( E ) * R 2 C O M M E N T A R Y ■ P 2 : * 1 e x p e c t p r o c e s s t o w i n o v e r c o n t e n t c e i R 3 t I A G R E E ! C B ) * Q U E S T I O N N l ' M P E R 30 C U L T U R A L - N E U R O L O G I C A L E D U C A T I O N C R O S S - C U L T U R A L N E U R O L O G I C A L S U R V E Y S OF H U M A N p o t e n t i a l ( 2 6 S E N S E S OF T H E A U S T R A L I A N A R I I N T I , A C U T E V I S U A L I Z A T I O N OF TriE A R C T I C E S K I M O S , L I N E A R — A N A L Y T I C P E R C E P T I O N OF A N G L O E U R O P E A N S , E T C . I U I L L C A U S E E D U C A T I O N TO I N C R E A S I N G L Y S E R V E A C U L T U R A L S N O R G A S b O W D F U N C T I O N W H £ R £ P Y L E A R N E R S A C Q U I R E a d d i t i o n a l n e u r o l o g i c a l c a p a c i t i e s n o t i n i t i a l l y c u l t i v a t e d i n T h £ I P NA TI V E c u l t u r e . * . C O M M E N T S F R O M R O U N D U N E * * I T S E E M S L I K E T H I S W O U L O S E T H E B Y - P R O D U C T , ( E D * E D U C A T I O N I S J U S T H A R M O N I Z I N G ? ( bd a T . H I S I S N O T C L E A R . A L L A R E T H I N K I N G T H E S A M E ? I T S O U N D S D U L L , ( E ) * " R E S I D E N T N E U R A L « M U S I C ' ' » ? T H I S I S T O O V A G U E , ( E D * T h i s S O U N D S L O V E L Y . B U T W H A T D O E S I T M E A N , ( E D R E S P O N S E : T H E C O N C E P T O F T H E B R A J N AS A H A R M O N I C S Y S T E M I N W H I C H T H E I D E A O F M U S I C I S A V A L U A B L E C O N S T R U C T C O M E S F R O M T H E R E S E A R C H C U R R E N T L Y B E I N G D O n E AT U . C . B E R K E L E Y A N D O T H E R P L A C E S I N M 1 C R 0 - D Y N A M I C S , M I C R O D Y N A M I C S I S T H E S T U D Y O F P H Y S I C A L S Y S T E M S I N W H I C H E V E R Y P H Y S I C A L M A T E R I A L I S F U U N O T O C A R R Y a H A R M O N I C . AN I N T E R E S T I N G • P H E N O M E N O N F O U N D I N T H I S R E S E A R C H I S T H A T M A T E R I A L S W I L L P H Y S I C A L L Y M I G R A T E T O A H I G H R E S O N A N C E A R E A , T H E I M P L I C A T I O N S I N T H E B R A I N A R E T H A T T H E B R A I N M A Y O P E R A T E A S A R E S O N A T I N G S Y S - T E * W H E R E B Y n E U R O C H E M I C A L S I n T h E B R A I N A R E b R O U G H T I N T O S Y M M E T R I C A L F O R M A T S B Y T H E C E N T R A L R E S O N A N C E S . K N O W I N G M O R E A B O U T C R E A T I N G OR s y n c h r o n i z i n g B R A I n H A R M O N I C S I N E D U C A T I O N m a y O P E N NEW A P P L I C A T I O N S F O R A C C E L E R A T E D OR I N - D E P T H L E A R N I N G . * T H I S R E Q U I R E S D E F I N I T I O N , B U T I * M N O T S U R E H O W , ( E D * E V E N F O R E D U C A T I O N A L J A R G O N E S E , T H I S I S A W A Y - O U T S T A T E M E N T 1 ( F ) * W H A T D O E S T H I S M E A N ? ! (B D C O M M E N T S F R O M R O U N D TWO * n E u P O L O G I C A L S U R V E Y S I S T o o N A R R O W , ( B ) * I S w i n E V A R I E T Y , S M O R G A S B O R D D E V E L O P M E N T a G O O D ? C E ) * I'D L O V E TO H A V E 2 6 S E N S E S i I C E ) * » 1 c o m m e n t a r y * I s u p p o s e e v e n o u r s o c i e t a l p e n c h a n t f o r e a s t e r n p h i l o s o p h y A N D b e l i e f s y s t e m s i s a h a a t o f t h i s , A N D I DO A P P R O V E OF B R O A D E N I N G O U R L E A R N I N G C A P A C I T I E S A N D U S I N G S E N S I T I V I T I E S O T H E R C U L T U R E S C A N T h A C H US T O U S E , I ' M N O T S U R E HOW T H I S R E L A T E S T O N E U R O L O G I C A L C A P A C I T I E S T H R O U G H , C E ) R 2 : R I G H T . CB) - * T H I S I S P R O B A B L Y H I G H L Y O E S I R A B L E G I V E N a G L O B A L C O M M U N I T Y , b u t i s I S P R O B A B L Y A L O m P R I O R I T Y , CB ) R 2 : I A G R E E 1 C E ) « C O M M E N T S F R O M R O U N D T H R E E * * D E L E T E " N E U R O L O G I C A L " AN O S U B S T I T U T E " S E N S O R Y " OR " P E R C E P T U A L " F O R A M O R E C O R R E C T S T A T E M E N T , CB ) * D O U B T F U L , C A P A C I T I E S A R E N E V E R D E V E L O P E D J U S T F O R T H E S A K E OF D O I N G I T , ( B ) * Y E S , B U T B E C A U S E O F W O R L D W I D E T , V , CB ) Q U E S T I O N N ! l ^ f ^ E K 4 p T E ACH 1 WG-LPfi WK I Nf- n £|IRal SVNCHRDN'IC ITy * J D f c S R R E A D A C C F P T A N C E OF THINKING AS RESIDENT n EUR A L •M U SIC* will C R E A T E a t o t a l l y d i f f e r e n t image of e d u c a t i o n WHEREIN t e a c h i n g a n d l e a r n i n g aRE EXERCISES TO ACHIEVE H aRm o n Y J n N E U R A L E N E R G Y P A T T E R N S , * C O M M E N T S F R O M H O U N D O N E * H I G H L Y d e s i r a b l e . B U T I D O U B T I T S A C C E P T A N C E , C B ) W I T H I N j n YEARS? ' LOVELY F a n TASYI CE) B U T 2 P Y E A R S S O U N D S T O O S O O N , C E ) W H A T D O E S T H I S M E A N ? I F Y O U M E A N T H E R E W I L L B E C O U R S E S T E A C H I N G T H E M , T D O U B T I T , - WE SO F A R H A V E N ’ T S U C C E S S F U L L Y T A U G H T P E O P L E T O DO I T , C B ) I T ’ S C L E A R T H A T I T I S N ’ T K N O W N T H A T T H E S E A R E N O T A L L P A R A P S Y C H O L D G I C A L , C B ) T H E T E R M , P A R A P S Y C H O L O G Y , W I L L N Q T B E O B S O L E T E , CB ) R A T H E R T O O O P T I M I S T I C , CB ) N E V E R ! C P ) * C O M M E N T S F R O M R O U N D TWO * S O U N O S L I K E S P E C U L A T I V E P H I L O S O P H E R K I N G S , U S E F U L F A N T A S Y , ( B ) N O T C L E A R , f B ) T H I S I S T O T A L L Y NEW TO M E , I AM U N A B L E T O M A K E A N Y D E T E R M I N A T I O N T H A T I S N ’ T T O T A L L Y R A N O O M , ( E ) R1 C O M M E N T A R Y * E D U C A T I O N I S J U S T H A R M O N I Z I N G ? CB ) R 2 ! Y E S , E S S E N T I A L L Y ! N I C E WAY TO P U T I T ! CB ) T h i s S O U N D S L O V E L Y , b U T W H A T D O E S I T M E A N ? C E ) R E S P O N S E ’ . T H E C O N C E P T OF T H E B R A I N AS A H A R M O N I C S Y S T E M I N W H I C H T H E I D E A O F M U S I C I S A V A L U A B L E C O N S T R U C T C O M t S F R O M T H E R E S E A R C H C U R R E N T L Y B E I N G D O N E a T U . C . B E R K E L E Y a n d O T H E R P L A C E S I N M l c R O O Y N a m I C S , M I C R O - H Y M A M T C S I S t h e S T U D Y o f p h y s i c a l S Y S T E M S I N W H I C H E V E R Y P H Y S I C A L M A T E R I A L I S F O U N D TO C A R R Y A H A R M O N I C . a n i n t e r e s t i n g p h e n o m e n o n f o u n o i n t h i s r e s e a r c h i s t h a t M A T E R I A L S h i l l P H Y S I C A L L Y M I G R A T E t o A h i g h r e . S U M A N C E a r e a . t h e I M P L I C A T I O N S I N T H E d R A l N A R E T H a T T h e B R A I N m a y O P E R A T E AS A r e s o n a t i n g S Y S T E M W H E R E B Y N E U R O C H E M I C A L S I N T H E 8 k A I N A R E B R O U G H T I N T O S Y M M E T R I C A L P O P M A T S B Y T H E C E N T R A L R E S O N A N C E S , K n Q w I N G M O R E A i s O u T C R E A T I N G OR S Y N C H R O N I Z I N G B R A I N H A R M O N I C S I N E D U C A T I O N m a y O P E N n e w A P P L I C A T I O N S F O R A C C E L E R A T E D OR I n - O E P T H L E A R N I N G . H2i G OO O C L A R I F I C A T I O N ! CSJ R 2 : I A G R E E , ( E ) * C O M M E N T S F R O M R O U N D T H R E E • * T H I S I S B O T H P O E T I C A N O P R E S U M P T I O U S , WE H A V E N O T T H E S L I G H T E S T i d e a O F " N E U R O L O G I C A L H A R M O N Y " A S R E L A T E D T O ANY HUMAN e E H A v I O R , R E M E M B E R S C A L P E L E C T R O D E S T E L L A L M O S T N O T H I N G A B O U T ' ' T H I N K I N G " , ( 8 ) * L E T ' S A L L S T a n o U P , B O Y S A N D G I R L S , A N O S T A R T T o H A R M O N I Z E O U R B R A I N S . ..HrIMMM, ( B I g u f s i if-'. i iic u ^ ^ A j E x t e m s i;^. ni- f s y c -g l d g t c a l p a r a m e t e r s T Hf Tfr::, APSvfMOLOGY, -'ILL HE OBSOLETE wITh SOCIETAL ACCF * 1 A'-C E THAT EVt^YTrllKG TnF MJND CAN OP IS NORMAL SP That , ■ ■ j i ►. j .. r.f.,TY YEARS ThEkE WILL FF CURRICULAR LEGTTI- r, AT] I f T TM-, PF L-frF AY. IN L, OtJA v u , PRESCIEnCl, PRECOGN I T I ON , A'-:f' It.LEMi'ESIS IN PUBLIC SCHOOLS, » COMMENTS FROM KOUN'D one * T w I S IS TOP OGl'PLE-BARREl ED, C B ) T P U E . P U T wE C / ' P E X P E C T E X T R E M E O P P O S I T I O N . CB ) T P t s n r j F T / . L C n m w u V E R S Y C O U L P B E S U R P R I S I N G L Y L O R I F m A n O l F P P R O P E R L Y - W I T H C O O P E R A T I O N F R U M C O N V E N T I O N A L RELIGIOUS GROUPS. (6) w w t T h e a l I O G M E A N 'S I S I N T E R E S T I N G H E R E . CB ) T H £ u E IS OPPr.S T Tino Npw - EVEN OVER ANTHROPOLOGY a n n e v o l u t i o n : f t ) THIS SENTENCE i s a b i t A W K W A R D , ( E ) T n u M A N Y V a G u E P R E P O S I T I O N S a n d C O N N E C T O R S . CB ) T H E R E A R E AT LEAST T H R E E D I F F E R E N T I D E A S I N T H I S O N E , ( B ) vAGUE. CE) B U T TECHNOLOGY I S H E R E G I V E N T O O M U C H C R E D I T , I B E L I E V E , C S ) w H Y L'PAG R E L I G I O N I N T O T H I S ? CB) * , COMMENTS FROM KOUNO Two V . TTn RESPECT TO TnuSE THINGS WHICH BECOME DEPENDABLE PaRa- P Sy Ch OLO GV, THE FIELD WILL BECOME OPTHUDOX KNOWLEDGE BIT BY PIT. C B) iG-'i:. Th £ fnF. 5T TO N CAN'T R c. ALL Y BE ANSWERFD IN THE FORMAT GTU'-., UEJA V: i , ETC, ARE nUUK ; CB) T-i LE IS m C, NEED FOR THE TERn , P AR APSYCHOLUGY , TO BECOME THP = E ARE OTHER THINGS RESIDES THOSE *EN- TIr' LP, ■ «y RESPfjr SE IS bAsEu ON THESE CHANGES, fH) * m u c h l a t e r , (£) * C O M M E N T S F R O M R O U N D T H R E E * T H I S Q U E S T I O N SO O V E R S T A T E S W H a T I S K N O W N T H A T T h E A N S W E R I S m r a n I n g l E S S , C B ) * I 0 0 N • T F E E L T O O M A N Y P E O P L E W I L L B E U S I N G P A R A P S Y C H O L O G Y , S O M E OF T H E I T E M S M E N T I O N E D A B O V E W I L L B E AN A C C E P T E D P A R T OF T H E C U R R I C U L U M ( D R E A M I N G , T E L E K I N E S I S ) , H O W E V E R , I D O N ' T T H I N K T H A T A L A R G E P O P U L A T I O N O F T H E T E A C H E R S W I L L a £ U S I N G I T . ( E ) * R 2 C O M M E N T A R Y - R 2 ! * A G A I N T H E Q U E S T I O N C A N ' T R E A L L Y B E A N S W E R E D I N T H E F O R M A T G I V E N . O E J A V U , E T C , A R E B U N K ] r p ) R 3 J H O P E F U L L Y N O T A L L B R A I N R E S E A R C H E R S A R E T H I S C L O S e U TO T H E R E A L M O F P A R A P S Y C H O L O G Y J ( E ) R 3 ! I ' L L J U S T R E S I S T A R E T O R T I ( B ) Q U E S T I O N N U M 0 E R a 2 E D U C A T I O N A N D R E L I G I O N E O U C A T I O N v. I L L P L A Y t h e m a j o r H E A L I N G R O L E I N t h e s o c i e t a l C O N T R O V E R S Y T H A T W I L L E N S U E W I T H T H E D E V E L O P M E N T OF T H E T E C H N O L O G Y ( I . E . P S Y C H O L O G I C A L , O P O G , a NO h I G F F . E O B AC K 1 E N A B L I N G I N D I V I D U A L S TO I N D U C E AT W I L L M Y S T I C A L - T R A N S P E W - S O N A L E X P E R I E N C E S * I T H R E S U L T I N G C H A N G E S I n V A L U E S A M I D E X T R E M E O P P O S I T I O N F R O M C O N V E N T I O N A L R E L I G I O U S G R O U P S . * C O M M E N T S F R O M R O U N D O N E * T H O S E WHO w' a n T T O L E a R N w a n t T H E H E L P . ( E ) T H E R E I S NO E V I D E N C E T H A T w £ A R E A N Y W H E R E n £ A « S O M E T H I N G L I K E T H I S . SO I T ’ S H A R D T O S A Y HOW I M P O R T A N T . I T ’ D B E V E R Y I W P U H T A N T I F I T O O K I T S E R T u U S L Y , ( B 3 E N D O R P H I N S A R E O N L Y O N E p o s s i b i l i t y A M U N G M A N Y , T H I S I S T O O S P E C I F I C . I T S H O U L D R E F E R T O " N E U R O P E P T I D E S anq n E U R G R E G U L A T Q R S " . ( B ] I - O E A L I S T I C . I F E E L T H E S E A R E V E R Y I M P O R T A N T , B U T V E R Y D I F F I C U L T TO A C H I E V E . ( 0 } T H I S S E E M S T O O F A R I N T H E F U T U R E F O R M E TO R A T E F O R I M P O R T A N C E . C E ) T H I S I S S E L F . M E T a P R O G R A H m I N G , ( 8 1 I S T H I S L I K E B T 0 F E E D 8 A C K , Y O G A , T M , E T C . ? I T m I n k I T ' S C L E A R , B U T M A Y B E N O T . ( E l * COMMENTS FROM ROUNO TWu » WHY J U S T C H E M I C A L S ? ( 8 3 T H E , . D R O I n G " M A J O R " I S SO A B S O L U T E I T I S H A R D TO D E A L w i t h , T H I S i s a l r e a d y b e i n g u s e d i n s c h o o l s - w a l d o r f , ETC. I H O P E . CB) mow Can you ANSWER EARLIEST DATE TO A value. JUUGEnEn f? IF I Say "NEVER", DUES THIS m E a n I HELIEVE IN •’ r ST ICAL t x p F R [£*ic£S DR t h a t RELIGIOUS GROUPS ■■'•omit OBJECT? £RK . (0) I SUGGEST "A" WEALING MOLE, PFRh ap s THERE •■•ILL - >0 T ME EXTFE’-t oppos T T TON FROM CONVENTION ^EL IGIr'US GROUPS. I ► I • t h i s H A P P E N I N G t o SUMg e x t e n t i n Y C L A S S E S N O W . 455 * HIM'.Ai. SOFT r (ui * TOD "tf'V Af’H TOP R I G J P S T R U C T U R E S TP H E p e n e t r a t e d , (B ) ■ " A " ' 1 A .IP R K P L F - " T H E ” M A J O R R O L E M I G H T B E P E R S O N A L E X P F . R I F . N C E , ( H ) * HM n a n y I T E M S , T h F E N O R M I T Y OF S O X OR P O R E C H A N G E M A K E S “ E R E l U C T A U t T P S A Y f l U K E T h A n a . S P R O B A B I L I T Y ON A N Y OF o f t m f s e b r o a d s t a t e m e n t s : ‘ C E ) * n o t " I D E S P h E A D t n t h e s c h o o l s , t h e C O U R T S W I L L j u m p a l l O V E R I T . T H E Y ' V E A L R E A D Y R U L E D A G A I N S T T H E U S E O F TM ( T R A N S C E N D E N T A L M E D I T A T I O N ) I N M A N Y S T A T E 5 , C E ) * E D U C A T I O N w ! L L n e v e r P L A Y a " H E A L I N G R O L E " C E ) * MUCH L A T E R , C E ) * R I C O M M E N T A R Y * *hv r,9t. G R E L I G I O N I N T O T h I S ? ( B ) R 2 : 1 MTC-HT E V E N F I N D T H I S P A R T I C I P A N T I N T E R E S T I N G I F I C U L l D H E A R S O M E T H I N G O T H E R t h a n H O G - w a S H . C L ) R 2 : LOV£ T H E C O M M E N T S ! W H A T A R A N G E ! C E ) C O M M E N T S F R O M R O U N O T H R E E * * T H E * E I T £ R O F T H I S S T A T E M E N T S E E M S T O B E U N A W A R E OF T H E F A C T T H A T " D R U G " M E A N S M A N I P U L A T I O N , AN D " B I O F E E D B A C K ” M E A N S S E L F - R E G U L A T I O N , Th is k i n d O F ' U N A W A R E N E S S c o u l d B E E D U C A T I O N A L L Y D A N G E R O U S . CP-) * N O T I N S C H O O L S . . CB) * i f You w e r e ' u s i n g " e d u c a t i o n " i n a b r o a d e r s e n s e t h a n j u s t S C H O O L S Y S T F M S , I ' D H G L O O U T A L I T T L E M O R E H O P E T H A T T H I S W O U L D O C C U R . a F T F R A L L , T H E E D U C A T I O N A L P R O C E S S , H O P E F U L L Y , C O N T I N U E S A L L L I F E L O N G , N O T J U S T I N A F O R M A L S C H O O L S E T T I N G . C E ) * A R O L E , N O T " T H E MAJQR", CB ) * R 2 C O M M E N T A R Y - R 2 : - the w o r d i n g " M A J O R " I S S u A B S O L U T E I T I S H A R D TO DEaL -ITh. (B) R 3 : I A G R E E ! ( £ ) Q U E S T IO N NUMBER 43 PERSONAL CU n TROL nP L E A R N IN G - A A m a J O P F [’’U C A T I D n A L . g o a l W I L L R E T H E D E V E L O P M E N T O F A L E A R N E R ' S S E L F - G R C H E S T R a T I O N U F P E R S O N A L N E U R U L O G I C A L F A C I L I T I E S T H R O U G H S E L F - O W C h E S T R A T I O N O F T H E S E C R E T I O N OF E N D O R P H I N S ( T H E N A T U R A L C H E M I C A L S O F T H F B R A I N A F F E C T I N G S P E C I F I C B E H A V I O R ) . * C O M M E N T S F R O M R O U N D O N E * * I D E A L I S T I C . I F E E L T H E S E A R E V E R Y I M P O R T A N T , B U T V E R Y D I F F I C U L T T D A C H I E V E , ( B ) • t h i s s e e m s t o f a r i n t h e f u t u r e f o r m e t o r a t e f o r i m p o r t a n c e . C E ) * T h o s e w h o w a n t t o L E A R N w a n t t h e h e l p . C E ) * T H E R E I S n o E V I D E N C E t h a t w e a r e A N Y W H E R E n e a r S O M E T H I N G L I K E T h i s , s o I T ' S H A R D TO S a y HOW I M P O R T A N T , I T ' D B E V E R Y I M P O R T A N T I F I T O O K I T S E R I O U S L Y , C B ) * T H I S I S S E L F - M E T A P R O G K A M M I N G . ( B ) * C O M M E N T S F R O M R O U N D TWO * * I I N C L U D E A L L N E U R O C H E M I C A L S , CB ) * y e s , b u t n o t t h r o u g h t h e m e a n s h e r e , c b ) * E V E N T U A L L Y , E N D O R P H I N S P L U S . ( B ) * h o w S E L F - C O N T R O L ? t h r o u g h a c c u p r e s s u r e ? t h e r e i s S U C H S M A L L E V I D E N C E o f s e l f - c o n t r o l O F S E C R E T I O N o f E N D O R P H I N S , I D O N ' T K N OW HOW T Q A N S W E R T H I S , C E ) * T O O M U C H N E E D S T O B E S T U D I E D AN D P R O V E N F O R T H I S TO B E A M a j o r g o a l I N a 2 D Y E A R S P A N . < E ) • R 1 C O M M E N T A R Y 1* E N O O R P H I N S A R E o n l y O N E P O S S I B I L I T Y A M O N G M A N Y , T H I S I S T O O S P E C I F I C . I T S H O U L D R E F E R TO " N E U R O P E P T I D E S A N D n E U R O P E G U L a T O R S . ( B ) R 2 : wha t A R E T H E S E ? C E ) * 2 : G O O D ! C B ) 457% C O M M E N T S F R O M R O U N D T H R E E nr O B V I O U S L Y T H E E N D O R P H I N S A R E I N V O L V E D , B U T T H E F O C U S M U S T B E ON S E L F - R E G U L A T I O N U F B E H A V I O R - - N O T ON T H E I N T E R M E D I A T E P R O C E S S E S , C O N T R O L O F B R A I N C H E M I C A L S . T H E HR I T E R I S T O O M U C H I M P R E S S E D B Y N E U R O H U M O R A L C O R R E L A T E S , ( 0 ) * T H E M O R E I T R Y T O F I G U R E O U T W H A T P E R S O N A L N E U R O L O G I C A L F A C I L I T I E S M £ a n , T H E M O R E C O N F U S E D I G E T , C B ) * HE H A V E a L O T T O L E A R N B E F O R E T H I S C A N H A P P E N , ( E ) * T H E -»AY T H I S I S E X P R E S S E D , I T I S P R O B A B L Y H A P P E N I N G A L R E A D Y , C H ) * R 2 C O M M E N T A R Y - R 2 *. * T O O M U C H N E E D S T O B E S T U D I E D AN O P R O V E N F O R T H I S T O B E A M A J O R G O A L I N A 2 P Y E A R S P A N , ( E ) R 3 : Y E S , Y E S 1 C B ) Q U F S T jr- N HUi-iRER /M P E R S O N A L C O i ' -T R O L OF L E A R N I N G - H A M A J O R £ D !..! C A T 1 0 n A L G O A L W I L L BE T h e D E V E L O P M E N T O F a L E a R n E k ' S S E l F - O R C h E S T R A T I O N O F P E R S O N A L N E L i R O L G O I C A L F A C I L I T I E S T H R O U G H S E L F - S E L E C T I O N O F S P E C I F I C S T A T E S O F C O N S C I O U S N E S S ( H Y P E R - A L E P I N E S S , D E E P R E L A X A T I O N , E T C . ) S U I T E D T o T H E N A T U R E OF T H E E D U C A T I O N A L M A T E R I A L T O P E L E A R N E D . * C O M M E N T S F R O M R O U N D O N E * ■k t h i s i s s e l f m e t a p r o g r a m m i n g . c b ) • T H O S E mho W A N T TO L E A R N W A N T T H E H E L P . ( E ) * T H F R E I S NO E V I D E N C E T H A T W£ A R E A N Y W H E R E N E A R S O M E T H I N G L I K E T H I S . SO I T ’ S H A R O T O S A Y HOW I M P O R T A N T . I T ’ D BE V E R Y I M P O R T A N T I F I T O O K I T S E R I O U S L Y . ( B ) * I D E A L I S T I C . I F E E L T H I S I S V E R Y I M P O R T A N T , B U T V E R Y O I F F . I C U L T T O A C H I E V E . C B ) a T H I S S E E M S T O O F A R I N T H E F U T U R E F O R ME T O R A T E F O R I m p o r t a n c e . C E ) * C O M M E N T S F R O M R O U N D TWO * * T H I S I S A L R E A D Y B E I N G D O N E ON A S M A L L S C A L Ef A L T H O U G H T H O S E D O I N G I T S E L D O M C O N C E I V E O F I T T H I S W A Y , ( B ) * T O O M U C H N E E D S T O B E S T U D I E D A N O P R O V E N F O R T H I S T O B E A M A J O R G O A L I N A 2 0 Y E A R S P A N . C E ) * R 1 C O M M E N T A R Y - * T h i s I S S E L F - M E T A P R O G R A M M I N G . CB ) R 2 : w h a t ? C E ) * C O M M E N T S F R O M R O U N D T H R E E * • D E L E T E " M a J O R " . CB) * T h i s I S AN E X T R E M & L V I M P O R T A N T C O N C E P T - O N E T H A T W I L L H E L P S T U D E N T S TC B E C O M E A U T O N O M O U S I N D I V I D U A L S . M U C H H O P E O F S I R A R L E T h a n C O N T R O L B Y T E A C H E R S , M A C H I N E S , S Y S T E M S , E T C , E T C . ( f t ) * T H f COMMgKT I n WtujNO U n E a n d t w o A B O U T S F L F - M E T A P R O - G R A m M J n G R E F E R S T U H R . JOHN L I L L Y ’ S WORK, C E ) 459 QUESTION M ’NPEP 4«5 PERSONAL CONTROL OF LEARNING - C A M A J O R E 0 1! C A T 1 0 N A L G O A L ' ' I L L Q E T H E D E V E L O P M E N T O F A L E A D E R ' S S E L F - C R C H E S T R A T I O N O F P E R S O N A L N E U R O L O G I C A L f a c i l i t i e s t h r o u g h s e l f - r e g u l a t i o n o f t h e d e g r e e o f f o c u s O F A T T E N T I O N r y S E L F - C O N T R O L O F V A R I O U S L O C A L I Z E D A R E A S O F T H E 8 R A I N , C O M M E N T S F R O M N O U N O O N E C O M M E N T S F R O M R Q U N Q T w q * T H I S H A S T O O M A N Y Q U A L I F I E R S . C L A S S E S I N T O G A , B I O F E E D - C B ) B A C K , C R E A T I V I T Y , R E L A X A T I O N , E T C . A R E D O I N G T H I S N O W , D I F F I C U L T TO S A T , B U T I N T E R E S T I N G . ( E ) T H E R E W I L L A L W A Y S B E T H E F E W WHO T R Y O U T NEW I D E A S A N D H A V E R E S U L T S D U E T O T H E I R P O S I T I V E A T T I T U D E S . C H A N G E S W I L L O C C U R * I T h Q U A N T U M L E A P S O N C E T H E I N F O R M A T I O N G E T S T O T H E " T E A C H E R T R A I N E R S " O F T O F F L E R ' S " T H I R O W A V E " C E ) T O O M U C H N E E D S TO B E S T U O I E D A N D P R O V E N F O R T H I S T O B E A M A J O R G O A L I N A 2 0 Y E A R S P A N . ( E ) C O M M E N T S F R O M R O U M Q T H R E E * T H E C O R R E L A T E S O F A T T E N T I O N C O N T R O L # " S E L F C O N T R O L OF V A R I O U S L O C A L I Z E D A R E A S O F T H E B R A I N " , A R E I N T E R E S T I N G T O K N OW A B O U T . I T P R O V I D E S A P I N B A L L G A M E R A T I O N A L E . B U T A T T E N T I O N C O N T R O L W I L L H E T A U G H T M O R E L I K E C O N J U A N T E A C H I N G C A S T A N E D A , ANO N O T L I K E A N E U R U L U G 1 S T A N D a S T U D E N T , ( B ) * T H I S I S A M A J O R G t l A L . CB) » R 2 C O M M E N T A R Y R 2 T H E R E u I L L A L W A Y S 8 E T H E F EW WHO T R Y O U T NEW I D E A S A N O H A V E R E S U L T S D U E T O T H E I R P O S I T I V E A T T I T U D E S . C H A N G E S W I L L O C C U R W I T H Q U A N T U M L E A P S U N C E T H E I N F O R M A T I O N G E T S TO T H E " T E A C H E R T R A I N E R S " O F T O F F L E R ' S " T H I R D W A V E " , ( E ) P 3 : A N O TO F E R G U S O n ' S " A Q U A R I A N C O N S P I R A C Y " T E A C H E R T R A T N E R S , CB ) Q U E S T I O N n u m b e r A6 S I O E N E R G Y B R A I N M I N D R E S E A R C H W I L L L E A O F T H E H I O E N E R G Y C I R C U L A T I N G a n o t h e r o l e o f t h i s e n e r g y 0 t o I N C R E A S E D I N V E S T I G A T I O N I N AMO A R O U N D T H E H U H A N B O D Y I N L E A R N I N G , C O M M E N T S F R O M R O U N D O N E C O M M E N T S F R O M W O U N D TWO F A R O F F ( 8 ) I F I T C A N - 8 E S H O W N T H E R E I S S U C H A t h i n g , ( B ) A U R A A N O B E C K E R » S D C F I E L D T H E O R Y O F B I O L O G I C A L C O N T R O L . ( S I " R O L E " I S N O T AN A P T W Q R O , ( E l W H A T D O E S " 8 I 0 E N E R G Y C I R C U L A T I N G I N A N O R O U N D T H E H U M A N B O D Y " M E A N ? ( E l C O M M E N T S F R O M R Q U N O T H R E E * R Q S C R U C I A N S Y M B O L O G Y , T E C H N O L O G Y A N O T H E P S Y C H I C A R E O N E , ( B ) * T O O O B S C U R E , ( H I * M U S T P A R T I C U L A R L Y I N G R O U P D Y N A M I C S , ( B 1 * T h e r e i s n o s u c h t h i n g , i n m y o p i n i o n , ( b i * w r i E N I U S E " N E V E R " , T H E X I S S T I L L T H E P R O B A B I L I T Y OF O C C U R A N C E . ( E l * P 2 C O M M E N T A R Y - W 2 : * F A R O F F ( 8 ) R 3 I A N D F A R O U T i ( B I .461 Q U E S T I O N n i j m B E P 4 7 9 I O R H Y Y H M S B I O R H Y T H M S W I L L B E U S E D I N E D U C A T I O N A L S E T T I N G S A S T H £ B A S I S O F C R E A T I N G O P T I M A L L E A R N I N G T I M E S F O R I N D I V I D U A L S T U D E N T S . * C O M M E N T S F R O M R O U N O O N E * * C O M M E N T S F R O M R O U N O TWO * U N L I K E L Y . ( B ) R E S E A R C H ON B I O R H Y T H M S H A S S E E N I N C O N C L U S I V E A N D N O N R E P L I - C A B L E , S O F A R , C B ) S E E S C I E N T I F I C 3 T U 0 I E S ON A S T R O L O G Y A N D A S T R O P H Y S I C A L E F F E C T S . CB) T H I S W I L L P 0 S 3 I R I L Y B E U S E D - B U T F O R T H I S P U R P O S E ? C E ) S E E T H E A R T I C L E I N " L E A R N I N G " , ( A P R I L , 1 9 8 B ) , ( E ) B A S I S I S T O O S T R O N G . C E ) N E E D T O A D D O E F I N I T I O N O F B I O R H Y T H M S , C E ) * C O M M E N T S F R O M R O U N O T H R E E * R E D E F I N E B I O R H Y T H M S TO I N C L U D E N A T U R A L C Y C L E S O F L E A R N I N G E . G . M I N U T E O P T I M A L A T T E N T I O N S P A N , C I R C A D I A N H H Y T H M S , H O R M O N A L C Y C L E S , E T C . ( B ) T OO O I F F I C U L T T O I M P L E M E N T . C B ) N O T T H E B A S I S - - B U T O N E F A C T O R I N , CB) N U M E R O L O G Y , A L C H E M Y , A N D N E C R O M A N C Y M I G H T A L S O B E U S E F U L . ( B ) R 2 C O M M E N T A R Y - * 2 : * U N L I K E L Y . ( B ) R 3 : I N D E E D I T I S , ( B ) R 2 t « R E S E A R C H UN B I O R H Y T H M S H A S B E E N I N C O N C L U S I V E ANO m O N R F P L I C a B L E SO F a H. c * ) M S ! Y E S 1 ( B ) 3 U E S T J 0 N N U M B E R 4 0 B R A I N M I N Q A L L I A N C E W I T H T H E A R T S D E V E L O P M E N T S I N T h e b r a i n m i n d r e v o l u t i o n w i t h t h e i r E M P H A S I S o n m u l t i p l e w a y s o f i n f o r m a t i o n P R O C E S S I N G W I L L c a u s e t h e a r t s T O T A K E o n a C E N T R A L p o s i t i o n I n T H E E D U C A T I O N A L P R O C E S S , C O M M E N T S F R O M R O U N D Q n £ C O M M E N T S F R O M R O U N D TWO T H E R E 1 3 A P R O B L E M W I T H " C E N T R A L " , M O R E S I G N I F I C A N T , Y E S . C 8 ) AN E Q U A L B U T N O T C E N T R A L O N E . C B ) B I O M U S I C A N O B I O A R T , ( B ) E X C E L L E N T C O M M E N T . I H A V E T H O U G H T T H I S F O R A L O N G T I M E , G L A O I T I S O F F E R E D , ( B ) W H A T W O U L D T H E C A U S E B E ? M A Y B E I N F L U E N C E , ( E ) Y E S , D E F I N I T E L Y ! T H I S W I L L B E A P R I M A R Y F A C T O R I N " N £ w A G E " E D U C A T I O N . T H E A R T S A R E A N A T U R A L E N T R Y I N T O A F F E C T I V E , H O L I S T I C L E A R N I N G , ( E ) A R T S W I L L B E E N M E S H E D I N T H E E D U C A T I O N A L P R O C E S S E S . T H E Y - I L L B E I N D I S T I N G U I S H A B L E , N O T C E N T R A L . CEJ t h i s is v e r y i m p o r t a n t , i t i s a l r e a d y s t a r t i n g i n s o m e a r t - b a s e d C U R R I C U L U M C L A S S R O O M S , C E ) I M P O R T A N T , B U T n o t c e n t r a l , CE3 T H E O N L Y N A Y T O G O i ( E ) c o m m e n t s f r o m r o u n d t h r e e * S C I E N C E + a r t s s c i a r t , l e a n i n g a n d E X P R E S S I O N , K N O W L E D G E ♦ C O M P R E H E N S I O N CB ) QUESTION NUnSER 4P COMPUTER GRAPHICS C O M P U T F R G R A P H I C S W I L L S E W I D E L Y U S E D I N E D U C A T I O N A L S E T T I N G S } T O D E V E L O P T h e V I S U A L # S P A T I A L , N O N - L I N E A R C A P A C I T I E S O F T H E R I G H T B R A I N H E M I S P H E R E , * C O M M E N T S F R O M R O U N D O N E * <r C O M M E N T S F R O M H O U N D TWO * T H E R E L A T I O N S H I P B E T W E E N C O M P U T E R G R A P H I C S A N D R I G H T H E M I S P H E R E P R O C E S S I N G I S N U T E S T A B L I S H E D , C B ) U S E D ? Y E S , W I D E L Y ? N O , C B ) E . G . C O C E D U C A T I O N P R O G R A M . C B ) M U C H O F C O M P U T E R G R A P H I C S A R E S T I L L T O O L I N E A R I N F O R M ( N E E O S V A L U E M O D U L A T I O N T O T A K E I T O U T O F L E F T H E M I S P H E R E D E S C R I P T I O N , I T S E L F ) ( B ) I DO N * T KNOW A B O U T T H I S S O I C A N ' T A N S W E R , ( E ) N O T W I D E L Y U S E D . C E ) D E F I N E T H E T E R M " C O M P U T E R G R A P H I C S " . C E ) P L E A S E O O N ' T l C E ) * C O M M E N T S F R O M W O U N D T H R E E * W A T C H " I M A G E U N I O N " ON P B S C B ) W H A T ' S A V A I L A B L E n o w L I M I T S V I S U A L A N D S P A T I A L I M A G I N A T I O N , ( 9 ) I H O P E I T P A N S O U T — T V H A S N ' T H E L P E D , CB ) T H E R E L A T I O N S H I P W I L L B E C O M E C L E A R HH£N C U R R E N T T E C H N I Q U E S OF U S I N G F U L L C O L O N , 3 T E H 0 S C Q P I C , D Y N A M I C , C U M P U T E R - C O n T R O L L E D v i s u a l m o d e l s S U C H A S . T H O S E U S E D TO S T U D Y o n a m o l e c u l e s A T C 4 L T E C H AN D B E R K E L E Y B E C O M E W I D E S P R E A D . C O S T S A R E D R O P P I N G F A S T . E D U C A T O R S B E T T E R b e c o m e K N O W L E D G E A B L E . ( 8 ) A M , Q U E S T I O N N U M B E R C O R R E C T I V E M I C R O “ C O M P U T E R I M P L A N T S T H E D I R E C T I M P L A N T I N G O F M I C R O - C O M P U T E R S W I L L B E R E C O G N I Z E D I N E D U C A T I O N A S A P R A C T I C A L m £ a n S O F C O R R E C T I N G M E N T A L D E F E C T S , C O M M E N T S F R O M R O U N D O N E P O S S I B L E , Y E S , B U T I S I T P R A C T I C A L ? W H A T D O E S T H I S M E A N ? ( B ) F O R S P E C I A L E D U C A T I O N AN O C O U N S E L I N G , C B ) O E A O - E N O , I B ) I D O N ' T K N O W , ( E ) " M E N T A L O E F E C T S " N E E D S F U R T H E R D E F I N I T O N , " D E F E C T S " T E N D S T O B E A V A L U E - L A D E N W O R D , ( E ) S O U N O S I N T E R E S T I N G , ( E ) B U T O A N G E R O U S T O O ! WHO D E C I D E S ? C E ) * C O M M E N T S F R O M R O U N D T H R E E * " S E N S O R Y D E F E C T S " I C O U L D B E L I E V E , B U T " M E N T A L D E F E C T S " , . N O . C B ) P R A C T I C A L F O R W H O M ? ( B ) T H E R O B O T S A R E C O M I N G ! B E w a r E T H E C O M P U T E R ! I T ' S A L M O S T L 3 8 4 i ( D O N ' T C O N F U S E U S « I T H F A C T S A B O U T C O M P U T E R S , S P R E A D T H E L I E O F B R A I N C U N T R O L ) . C B ) 92. C O M M E N T A R Y R 2 ! * 3 U T D A N G E R O U S T O O ! WHf) D E C I D E S ? ' C E ) P 3 : I A G R E E — S E E M S L I K E T H I S W U U L O P O T E N T I A L L Y L E A D TO A C O N T R O L L E D S O C I E T Y , I S E E I T AS D A N G E R O U S , C E ) 465. Q U E S T I O N N U M B E R S i C U L T U R A L E . V U L U T I O N - a » A l N M l N O R E V O L U T I O N T H E I N C R E A S E D R a t e o f S O C I O L O G I C A L c h a n g e I N A M E R I C A N C U L T U R E S I N C E 1 9 4 3 H A S I N C R E A S I N G L Y M A D E T H E O B S O L E S C E N C E O F 3 - « E D U C A T I O N P U B L I C L Y E V I D E N T W I T H T H E R E S U L T T H A T A P P L I C A T I O N S O F T H E B R A I N M I N O R E V O L U T I O N W I L L B E W I D E L Y U S E D I N B O T H H Q M £ ANO S C H O O L S E T T I N G S , C O M M E N T S F R O M R O U N D O N E C O M M E N T S F R O M W O U N 0 TWO T H E R E w I L L B E A D I F F E R E N C E B E T W E E N H O M E A N D S C H O O L , C B ) B U T N O T S O O N , CB ) B R A I N M I N O E D U C A T I O N A N O 3 - R E D U C A T I O N W I L L B E C O M B I N E O TO S U P P O R T E A C H O T H E R . ( 8 ) H O M E I S T H E M O S T I M P O R T A N T WORO H E R E . C B ) P R O B A B L Y M O R E S U C C E S S F U L A T H O M E T H A N A T S C H O O L . S C H O O L S E E M S I N T R A C T A B L E . CB ) T H I S I S V E R Y O P T I M I S T I C I B I A S E D W O R O I N G . C E ) I AM N O T S U R E I T ' S Y E T " P U B L I C L Y E V I D E N T " , L E T ' S M A K E I T T H I S WAY, ( E ) I 0 0 U 8 T I F J O H N Q , P U B L I C w O U L O A G R E E W I T H T H I S . T H E E M P H A S I S o n t h e b a s i c s ( 3 - R ' S ) i s s t i l l f i r s t , c e ) S O U N D S L I K E T H E 3 - H ' S H A V E NQ P L A C E I N T H E F U T U R E . T H A T ' S R I D I C U L O U S , C E R T A I N L Y T H E B R A I N M I N O R E V O L U T I O N D O E S N O T P R E C L U O E L I T E R A C Y , E T C . CE) A N O A L S O C R E A T E S T R O N G E R F A M I L Y T I E S AN O L E S S C R I M E . C E ) T OG L O N G , ( E ) M A Y B E . CB) C O M M E N T S F R O M R O U N D T H R E E O N E U U E S T I O N T H T L I N K S S O C I O L O G Y , 3 R ' S , ♦ R E S U L T S I N A B R A I N M I N O R E V O L U T I O N ? T H E U U E S T I O N I S P O O R L Y W H I T T E N , ( B ) M A Y B E , CB ! * T H I S I S M O T P U B L I C A L L V E V I O E N T I n 1 9 B B , C E ! * T H I S c a n h a p p e n i n S C H O O L S W H E R E T H E S T A F F S A G R E E W I T H T H I S P R E M I S E , C E ) * C O M P U T E R S W I L L NO M O R E R E P L A C E T H I N K I N G T H A N A U T O M O B I L E S H A V E R E P L A C E D W A L K I N G . I N F A C T , M O R E P E O P L E W I L L B E T H I N K I N G A N O M O R E O E E P L Y . T H E N E E D T O R E A O A N O T H I N K W I L L B E O B V I O U S T O A L L , C B ) * R 2 C O M M E N T A R Y - R 2 « * B R A I N M I N O E O U C A T I O N A N O 3 - R E D U C A T I O N W I L L B E C O M B I N E O T O S U P P O R T E A C H O T H E R , ( B ) R31 YESi CE) R 3 * NO O N E A P P R O A C H H a S A L L T H E A N S W E R S l C E ) R 2 I * S O U N D S L I K E T H E 3 - R ' S H A V E NO P L A C E I N T H £ F U T U R E , T H A T ' S R I D C U L O U S , C E R T A I N L Y T H E B R A I N m I N O R E V O L U T I O N D O E S N O T P R E C L U O E L I T E R A C Y , E T C , C E ) R 3 J C E R T A I N L Y T H E " 3 - R A P P R O A C H I S N O T T H E O N L Y WAY T O A T T A I N L I T E R A C Y , E T C i i AS A M A T T E R O F F A C T , I T S E E M S T O ME T H A T I T H A S N ' T D O N E A V E R Y G Q O O J O B , ANO N E E D S A L L T H E H E L P I T C A N G E T I U C E ) R 3 : W E L L - S A I D , C B ) 46 Q U E S T I O N N U M B E R 3 2 d e r m o - o p t i c a l p e r c e p t i o n O N E O F T H E E X P A N D E D H U M a N C A P A C I T I E S O F T H E B R A I N m j ' n o R E V O L U T I O N R I L L B E T H E A C C E P T A N C E A N O U S E I N E D U C A T I O N A L S E T T I N G S O F T H E A B I L I T Y T O D I S T I N G U I S H C O L O R A N D F U R M T H R O U G H T H E S E N S E O F T O U C H W I T H O U T V I S I O N . C O M M E N T S F R O M R O U N D O N E C O M M E N T S F R O M R O U N D TWO P O S S I B L Y A L L F O R M S O F S E N S I N G A R E A V A I L A B L E W I T H O U T T H E F U N C T I O N O F S E N S E O R G A N S , C B 3 Y E S , B U T N O T I N E D U C A T I O N A L S E T T I N G S , C B ) U S E D P E R H A P S , B U T N O T W I D E S P R E A D B Y 2 B H R , C E ) WOW1 C E ) F O R T H E B L I N O ' . W HY F O R O T H E R S ? C E ) F O R W H A T P U R P O S E ? C B ) C O M M E N T S F R O M R Q U N O T H R E E T H E E X T E N S I O N O F S E N S I N G T H R O U G H " S K I N " I N M A N Y M O D A L I T I E S MA Y B E T A U G H T , B U T N O T F O R N O R M A L S T U D E N T S , R A T H E R F O R T H O S E W I T H S E N S O R Y 0 E F I C I T 3 . ( B ) S Y N E S T H S T I C T R A I N E R T E C H N I Q U E S , C B ) why? what F O R ? CB3 F O R T H E B L I N O . ( B ) T H E K N O W L E D G E A N O U N D E R S T A N D I N G T H A T C O M E S W I T H T H E A C C E P T A N C E a n d P R A C T I C E O F E M P L O Y I N G T H E S Y S T E M O F D E R M U - O P T I c A L P E R C E P T I O N W I L L A C C E N T U A T E T H E T A C T U A L S E N S E A N D P R O V I D E G R E A T E R I N R O A O S TO L E A R N I N G F O R B L I N D A N D / O R S I G H T E D I N D I V I D U A L S w I T H U U T E X C E P T I O N . C E ) * R 2 C O M M E N T A R Y R 2 5 * F O R T H E B L I N O . WHY F O R O T H E R S ? C E ) N 3 : G O O D U U E S T I O N ! ( . £ ) .468 Q U E S T I O N n u m b e r 5 3 D R E A M R E S E A R C H I N C R E A S E D U S E I N E D U C A T I O N A L S E T T I N G S W I L L 9 E M A D E O F D R E A M R E S E A R C H TO P R E V E N T L E A R N I N G B L O C K S A N D P S Y C H O L O G I C A L L E A R N I N G D I F F I C U L T I E S . C O M M E N T S F R O M R O U N O O N E C O M M E N T S F R O M R O U N D TWO T H E R E A R E O T H E R G O O D R E A S O N S F O R U S I N G D R E A M S T O O , ( 0 ] G O O D I D E A I I B } U S E D P E R H A P S , S U T N O T W I D E S P R E A D , C E ) G O O D I D E A . C E ) A N D G R E A T E R S E l F U N D E R S T A N D I N G . C E ) C O M M E N T S F R O M H O U N D T H R E E I N T E R E S T I N G P O S S I B I L I T I E S . ( 8 ) T H A T W I L L I N C L U O E " D A Y O R E A M I N G " T O O . C E ) A G A I N , T H I S D E P E N D S O N S C H O O L P E R S O N E L A C C E P T I N G T H E P R E M I S E . C E ) R2 C O M M E N T A R Y - W 2 : * T H E R E A R E O T H E R G O O D R E A S O N S F O R U S I N G D R E A M S T O O . CB ) R 3 J I A G R E E C E ) - R 2 : * a n d G R E A T E R S E L F U N D E R S T A N D I N G , C E ) R E : I A G R E E C E ) 469 Q U E S T I O N N U M B E R 5 4 E L E C T R O N I C S U P P O R T F O R C R O S S S E N S I N G E L E C T R O N I C D E V I C E S , S U C H A S T h e c u r e n t o p t a c o n , »*h i c h e n a b l e s a p e r s o n t o r e a u p r i n t t h r o u g h t h e t a c t i l e s e n s e W I T H O U T V I S I O N , - I L L I N C R E A S I N G L Y B E U S E D I N E D U C A T I O N A L S E T T I N G S TO D E V E L O P C R O S S S E N S I N G C T H E U S E O F O N E O R M O R E S E N S E S I N T E R C H A N G E A B L Y , E . G . T H E S M E L L I N G OF A S O U N D } I N I N F O R M A T I O N P R O C E S S I N G , C O M M E N T S F R O M H O U N D O N E C O M M E N T S F R O M R O U N D T'WQ " I N C R E A S I N G L Y " - • O V E R W H A T ? CB) I D O N ' T S E E HOW S Y N E S T H E S I A W O U L D B E D E V E L O P E D T H I S W A Y , CB] I H E A R T H I S . C B ] E X P E R I M E N T A L . C E ) S L O W TO D E V E L O P . P R O B A B L Y U S E D I N S P E C I A L E D U C A T I O N S I T U A T I O N S P R I M A R I L Y . C E ) C O M M E N T S F R O M H O U N D T H R E E L I M I T E O TO S P E C I A L E D U C A T I O N . CB ) L O T S O F P O S S I B I L I T I E S F O R I N C R E A S I N G C O N F L I C T S B E T W E E N M O O E S . CB ) WE M U S T U S E a NO D E V E L O P U U R S E N S E S OR WE W I L L L O S E T H E M . m an y e l e c t r o n i c d e v i c e s * I L L S O O N B E ON T H E m a r k e t T H A T w i l l I N C R E A S E O U R A B I L I T I E S T O U T I L I Z E ANJ) E X P A N O T H E S E N S E S TO U N L I M I T E D C A P A C I T I E S . C E ) Q U E S T I O N N U M B E R 53 F E D E R A L 8 U 0 G E T F O R N A T I O N A L T E A C H E R R E T R A I N I N G T H E R E T R A I N I N G O F T E A C H E R S I N T H E I N F O R M A T I O N A N D M E T H O D O L O G Y O F T H E B R A I N R E V O L U T I O N W I L L B E C O M E A N A T I O N A L E D U C A T I O N A L P R I O R I T Y W I T H F E D E R A L m Q N E Y S I M I L A R T O T H A T U S E D I n t i t l e p r o g r a m s A N O E D U C A T I O N A L A C T S a l l o c a t e d F O R S U C H r e t r a i n i n g . * C O M M E N T S F R O M H O U N O O N E * * C O M M E N T S F R O M R O U N O TWO * I H O P E S O . CB ) I R E A L L Y L I K E T H E I D E A , C B ) P E R H A P S . M O R E L I K E L Y TO B E P R E S E R V I C E T H A N I N S E R V I C E . ( B ) AD O T H I S AS A P L A T F O R M F O R A T H I R D P A R T Y C A N Q l O A T E , P L E A S E , C B ) O R E A M E R l ( B ) I S U R E H O P E S O I C E ) T H E M O N E T A R Y C O M M I T M E N T w Q U L Q B R I N G C R E D E N C E A N D I M P O R T A N C E B U T who W O U L D B E R E S P O N S I B L E A N O HOW I T - A S u O N £ w I L L M E A N T H E D I F F E R E N C E B E T W E E N " T U R N I N G ON AN O T U R N I N G O F F " , ( E ) Y E S . ( E ) N I C E T H O U G H T ? U N L I K E L Y . C E ) F a T C H a n C E I ( E ) I T H I N K T R A I N I N G NEW T E A C H E R S I S P R E S E N T DA-y T E A C H E R S H A V E C L O S E D M O R E I M P O R T A N T , M I N D S , C E ) SO m a n y F A N T A S Y . C E ) N O T L I K E L Y . C3 ) I S U R E H O P E S O I * COMMENTS FROM ROUND THREE * N O T T H E " B R A I N " R E V O L U T I O N , B U T T H E " M I N O " R E V O L U T I O N , C B ) * T H I S D E P E N D S ON T H E D E G R E E T O W H I C H B R A I N R E S E A R C H R E A L L Y H A S A N Y T H I N G T O S A Y A B O U T I M P R O V I N G S C H O O L I N G , I T ' S C E R T A I N L Y N O T C L E A R Y E T 1 ( B ) * G R E A T I D E A , WHO W I L L W R I T E T H E L E T T E R ? ( B ) * WHAT CAN I DO T O H E L P T H I S B E C O M E A R E A L I T Y ? C E ) * I T H I N K t h a t S U C H F U N D I N G i s I N O R D E R T O D A Y , B U T I T H A Y T A K E T H E G O V E R N M E N T A N O T H E R F I F T Y Y E A R S TO A G R E E T O I T , C E ) * I F w e H A V E a n y t h i n g T O DO W I T H I T , I T W I L L G E T D O N E ! C E ) * T H E F E U S A R E N O T L I K E L Y T O M A K E F U R T H E R D O L L A R C O M M I T M E N T S I N T H E N E X T L 0 Y E A R S , C E ) * G I V F N T h e T O N E O F R O U N D TW O C O M M E N T S , W£ A R E V E R Y W I S H F U L — B U T I K N O W w e A R E A M I N O R I T Y , G I V E N E L E C T O R A T E P A T T E R N S , I S E E L I T T L E H O P E , I F E A R w £ A S A P E O P L E D O N ' T V A L U E O U R C H I L O R E n T H I S M U C H , C E ) R 2 C O M M E N T A R Y - R 2 : * D R E A M E R ! C B ) R 3 : T h a n k G OD F O R D R E A M E R S ! C E ) - R 2 X * I T h i n k t r a i n i n g n e w T E A C H E R S i s m o r e i m p o r t a n t , SO M A N Y P R E S E N T D A Y T E A C H E R S H A V E C L O S E D M I N O S . C E ) R 3 1 B U T I F T H E Y G E T O E S P A R A T E E N O U G H , T H E Y M I G H T B E C O M E O P E N T O I T — O F I F T H E R E W E R E F I N A N C I A L I N C E N T I V E S ! C E ) QUESTION NUMBER 36 IN T E R S P E C IE S COMMUNICATION i n c r e a s i n g p u b l i c r e c o g n i t i o n o f t h e b r a i n - i n d i c a t i v e c o m m . I C A T I O N P O T E N T I A L B E T W E E N H U M a N S ANO C E T A C E A ( W H A L E S , O R C A , D O L P H I N S ! W I L L C A U S E E O U C A T I O N T O P R I O R I T I Z E C U R R I C U L U M D E S I G N E D T O I N C R E A S E I N T E K S H E C I E S K N O W L E D G E AN O I N T E R S P E C I E S C O M M U N I C A T I O N M E T H O D O L O G Y , C O M M E N T S F R O M R O U N D O N E C O M M E N T S F R O M W O U N O TWO " P R I O R I T I Z E " , B U T W H A T O R D E R ? C B ) L OW P R I O R I T Y , w e s h o u l d w o r k o n h u m a n C O M M U N I C A T I O N F I R S T , ( B ) L A T E R , ( B ) I D O N ’ T K N O W , I W O U L D c e r t a i n l y H O P E S O I C E ) C O M M E N T S F R O M R O U N D T H R E E * WHY S O T S O L ^ E S O M E HUMAN P R O B L E M S , ( 8 3 * a l i e n e n c o u n t e r s , a t t i t u d e t r a i n i n g a n o e l i m i n a t i o n o f U N C O N S C I O U S F E a R A R E V E R Y I M P O R T A N T ON T H I S O N E — AS T H E Y A L S O a R E I N R a C I S m ' a n o S E L F - A B U S E , ( B ) * m a y B E , w HQ K N O W S ? * I P L A C E a h i g h P R I O R I T Y ON I N T F R S P E C I E 5 C O M M U N I C A T I O N ano I F E E L a s t h o u g h T h i s K N O W L E D G E w i l l P R O V I D E U S WITH T h £ S E C R E T S T O U N L E A S H O U R M E N T A L C A P A C I T I E S , CE3 QUESTION n UM9£R 57 N E U R O L IN G U IS T IC S T H E F I E L D O F N E U R O L I N G U I S T I C S , W H I C H 0 E A L 3 W I T H L A N G U A G E C H O I C E , N O N V E R B A L C O M m O n I C A T I O N , a n o m U L T I H O O a L B R A I N C O O I N G S T Y L E ( V I S U A L , A U O I A L , K I N E S T H E T I C , E T C . ) , W I L L B E A M A J O R E D U C A T I O N A L C O M P O N E N T I N T E A C H E R T R A I N I N G , C O M M E N T S F R O M R O U N O O N E C O M M E N T S F R O M R O U N O T WO WHO S A Y S N E U R O L I N G U I S T I C S D E A L S W I T H L A N G U A G E C H O I C E , N O N V E R B A L C O M M U N I C A T I O N , A N O M U L T I M O O A L B R A I N C O O I N G S T Y L E ( V I S U A L , A U O I A L , K I N E S T H E T I C , E T C , ) ? ( B ) P E R H A P S A V E R Y M I N O R C O M P O N E N T , ( 9 ) M U L T I L I N G U A L C U L T U R E E D U C A T I O N , CB) I T S H O U L D B E , C B ) T H I S I S A L R E A D Y I N U S E B Y S P E E C H T H E R A P I S T S A N D L E a R N * I N G S P E C I A L I S T S , C E ) I 0 E A L I 5 T I C A L L Y . C b ) * C O M M E N T S F R O M R O U N D T H R E E * T H I S I S " M A C H I N E L A N G U A G E 4' F O R T H E B R A I N TO B E T A U G H T D I R E C T L Y , CB ) P O S S I B L Y , T H I S D E P E N D S O N W H E T H E R T H E F I N D I N G S H O L D U P , CB ) D O U B T F U L . T O O T E C H N I C A L , CB) a R E A L ° L U S F O R D E A F ANO H A R D O F h e a r i n g P E R S O N S AS »»ELL a S A P H A S I C I N D I V I D U A L S W I T H C O M M U N I C A T I O N P R O B L E M S , C E ) N O T " M A J O R " , C E ) QUESTION NUMBER 5« PUBLIC ANO POLICY MAKER EDUCATION T H E G E N E R A L P U B L I C AN O P O L I C Y M A K E R S I N V A R I O U S S E C T O R S W I L L & F E X T E N S I V E L Y E D U C A T E D T H R O U G H T H E M E D I A I N T H E I M P O R T A N C E ANO I M P L I C A T I O N S O F T H E B R A I N M I N D R E V O L U T I O N . C O M M E N T S F R O M R O U N D O N E * C O M M E N T S F R O M R O U N D TW O * * " T H R O U G H T H E M E D I A " - I M P O S S I B L E , C B ) * S O M E W H A T , B U T N O T E X T E N S I V E L Y , CB) * I S A Y Y E S I T C O U L D H A P P E N , B U T I F E A R I T I S W I S H F U L T H I N K I N G . T H E Y C O U L D J U S T A S E A S I L Y B E W H I P P E D U P A G A I N S T I T , C B ) * B E T T E R B E OR L I T T L E O F T H I S W I L L F L Y - A T L E A S T W I T H I N T H E S C H O O L S Y S T E M S , ( 8 ) * Y E S , L E T ' S S T A R T NOW W I T H T H E M E D I A . C E ) * I H O P E S O I C E ) C O M M E N T S F R O M R O U N D T H R E E * I T W O U L D B E N I C E . C E ) * E N C O U R A G E A N D C O N G R A T U L A T E T H E M E D I A W H E N T H E Y DO S H O W S ON B R A I N / M I N O T O P I C S . T H E Y R E S P O N D T O P U B L I C R E S P O N S E TO T H E I R W R I T I N G S / S H O W S , C B ) * T H E U U E S T I O N D O E S N ' T S A Y A N Y T H I N G A B O U T S C H O O L S , S O T H E A N S W E R F O R M A T I S U N I N T E R P R E T A B L E . CB ) * I T S H O U L D B E . I D O U B T I F T H I S W I L L . C E ) * T O S O M E E X T E N T T H I S I S H A P P E N I N G — S E M I N A R S , E T C . F O R P O L I C Y M A K E R S - - I F " M E D I A " I N C L U D E S T H E S E , CB ) * Y E S , O N C E I T I S C L E A R T H A T T h £ C O M M U N I C A T I O N S O C I E T Y I S R E P L A C I N G T H E T R A N S P O R T A T I O N S O C I E T Y . WE A R E I N T H E M I O S T O F C U L T U R A L S H I F T S AS G R E A T AS T H A T w « l C H O C C U R R E D W H g N T h £ I N D U S T R I A L S O C I E T Y R E P L A C E D T H E O L D A G R I C U L T U R A L S O C I E T Y W H I C H I N T E R M R E P L A C E D T H E N O M A D I C a N U h U h T I n G S O C I E T I E S . ( 8 ) * t h i s d o e s n ' t i n t e r f a c e w i t h d a t e s e x a c t l y , c e ) * R 2 C O M M E N T A R Y - R 2 * * " T H R O U G H T H E M E O I A " — I M P O S S I B L E C 8 ) R 3 : N O T H I N G I S I h P O S S I B L E I ( E ) Q U E S T I O N N U M B E R 5 9 S E X D I F F E R E N C E S T H E n £ U R a L O I S C O V g P Y T H A T T H E R E A R E B I O L O G I C A L L Y - B A S E D S E X D I F F E R E N C E S I N T H E « A Y I N F O R M A T I O N I S P E R C E I V E D , S T O R E D , AN D R E T R I E V E D H I L L I N F L U E N C E t h e d e v e l o p m e n t U F l e a r n i n g p r o g r a m s T H A T M A X I M I Z E C O G N I T I V E D E V E L O P M E N T O F M A L E S A N O F E M A L E S T H R O U G H V A R Y I N G L E A R N I N G ' S T R A T E G I E S , C O M M E N T S F R O M R O U N D O N E C O M M E N T S F R O M R O U N D TWO D R E A D F U L , C B ) O N L Y I F S C H O O L S A R E R E O R G A N I Z E D , W H I C H I S U N L I K E L Y , C B ) A R T I F I C I A L D I F F E R E N C E S C A U S E D B Y S O C I A L I Z A T I O N , NO C R O S S C U L T U R A L OR L O N G I T U O I N A L E X P E R I M E N T A L C O N T R O L L E D S T U D I E S , C B ) E V E N T U A L L Y , C B ) I ' M N O T C O N V I N C E D T H I S I S A N A C C U R A T E P R E M I S E , E V E N T H O U G H I ' V E R E A D R E S E A C H F I N D I N G S P U R P O R T I N G S E X D I F F E R E N C E S C 8 I 0 - B A S E D ) , C B ) I H A V E N ' T H E A R D A B U U T T H I S , S O U N D S F A S C I N A T I N G , C E ) I H O P E S O I C E ) I S T H I S A L R E A D Y K N O W N ? ( E ) A P P A R E N T L Y T H I S I S A L R E A D Y I N P R A C T I C E T O A M I N U S C U L E D E G R E E I N S O M E M A T H P R O G R A M S . I W O U L O N ' T W A N T T O S E E A B I G D E A L M A D E Q F S E X D I F F E R E N C E S T H O U G H , ( E ) T H I S C O U L D B E a R E A L P R O B L E M U N L E S S H O M O S E X U A L S G A I N T O T A L A C C E P T A N C E , C E ) G R E A T I D E A I C E ) C O M M E N T S F R O M R O U N D T H R E E C O G N I T I V E D E V E L O P M E N T I S N O T A S E S S E N T I A L A S S A N I T Y - - A N D T H A T O D E S N O T S E E M T U B E A C O R T I C A L P R O C E S S , ( B ) T H I S I S a n I M P O R T A N T C O N C E P T , J E R R E L E V Y ' S WORK I S M A K I N G A G R E A T C O N T R I B U T I O N I N T H I S A R E A , C B ) O N L Y A F T E R T H E F R A B E C O M E S LAW C A N WE S A F E L Y I M P L E M E N T T H I S S T U D Y , C E ) C O N F U S I N G S T A T E M E N T , M U C H R E S E A R C H I S S K E T C H Y , V E R Y R E F I N E D TO A S P E C I F I C P O I N T , A N D I D O N ' T S E E HOW T O R E L A T E T H A T R E S E A R C H T O T H I S S T A T E M E N T , C E ) R ? C O M M E N T A R Y • R 2 1 * A R T I F I C I A L D I F F E R E N C E S C A U S E D B Y S O C I A L I Z A T I O N , NO C R O S S C U L T U R A L OR L O N G I T U O I N A L E X P E R I M E N T A L C O N T R O L L E D S T U D I E S , CB ) R 3 : N O T T R U E , T H E R E I S O V E R W H E L M I N G E V I D E N C E F O R S E X D I F F E R E N C E S T H A T A R E I M P O S S I B L E T O E X P L A I N AS A R T I F I C A L , C B ) Q U E S T I O N N U M 8 E R 6(3 S O C I E T A L R E S I S T A N C E I O E Q L U G I C a L O P P O S I T I O N T O T H E B R A I N M I N O R E V O L U T I O N F R O M V A R I O U S S E C T O R S W I L L C A U S E T h e F O R M A T I O N u f p a r a l l e l E D U C A T I O N A L S Y S T E M S I N W H I C H T H E R E I S A P U B L I C C H O I C E O F E D U C A T I O N S T Y L E . * C O M M E N T S F R O M R O U N D O N E * * C O M M E N T S F R O M R O U N D TWO * * I G N O R A N C E M O R E T H A N I D E O L O G I C A L O P P O S I T I O N , ( B ) * Y E S i ( 8 ) * R A T H E R T H A N " O P P O S I T I O N " , I T H I N K I P R E F E R T H E T E R M " D I F F E R I N G O P I N I O N S " , C E 3 * V E R Y L I K E L Y . C E ) • I T H A S S T A R T E D T O S O M E D E G R E E W I T H T H E m o r e R E F I N E D A L T E R N A T I V E S C H O O L S , C E ) * M O R E A L T E R N A T I V E S A R E T H E T R E N D . T O F F L E R ’ S " T H I R D W A V E " I S G R E A T i C E ) * I H O P E N O T I C E ) • C O M M E N T S F R O M H O U N D T H R E E • • I F T H E 8 R A I N / M I N O D E V E L O P M E N T G R O W S I N A C O R R E C T W A Y , C O N F L I C T S H O U L O N O T D E V E L O P . T R Y I N G T O " P U S H " T E A C H E R S I S N O T A S G O O D A S " P U L L I N G " , 0 Y G O O D P R . CB ) * I D O U B T I T . N O T E N O U G H P R I V A T E M O N E Y TO S U P P O R T I T E X C E P T I N A F E W R I C H C O M M U N I T I E S S U C H AS M A R I N C O U N T Y , E T C . C E ) * N O , I T W OU LD S E P A R A N O I D T O V I E W O P P O S I T I O N a S M E R E L Y I D E O L O G I C A L . P A R A L L E L S Y S T E M S ARE. C U M I N G F O R L O T S OF R E A S O N S , ( B ) « P R O b A & L E . CB) * T H O U G H I D O N ' T L I K E H A V I N G T O DO I T T H I S W A Y , I F I T w I L L H E L P M O V E T H I N G S A L O N G F A S T E R , I T ’ S h O R T H I T . C E ) * T O E a c h H I S O W v E D U C A T I O N A L S Y S T E M — NO O N E WAY I S B E S T F O R A L L . C E ) A I T C O U L D L E A D T O M U R E D I V I S r V E N E < 6 S AN O S E G R E G A T I O N . C E ) * G O O D , I AM A L L F O R P L U R A L I S M , CB) QUESTION NUMBER 61 V IS U A L IZ A T IO N T H E T E C H N I Q U E O F V I S U A L I Z A T I O N w J L L B E C O N E A M A J O R e d u c a t i o n a l M E T H O O O L O G Y U S E D A T A L L G R A D E L E V E L S I N A L L S U B J E C T A R E A S , C O M M E N T S F R O M R O U N D O N E C O M M E N T S F R O M R O U N D TWO " M A N Y " R A T H E R T H A N " A L L ” , CB ! Y E S 1 ( 8 ) Y E S J Y E S i I T ' S A L R E A D Y H A P P E N I N G , C E ) V E R Y L I K E L Y . C E ) A N O S E E T H E w O R L O T H R O U G H W H O L E NEW E Y E S I C E ) Y E S I C E ) W H O L E B R A I N E D U C A T I O N — H U M A N S O F T W A R E , C B ) I M P O R T A N T 1 C B ) C O M M E N T S F R O M R O U N O T H R E E O N E O F T H E M O S T A C C E S S I B L E A N O A V A I L A B L E T E C H N I Q U E S A R O U N O , A P O W E R F U L A I D T O E D U C A T I O N , C 0 ) I AM R E C O H I N G A W A R E T H A T T H I S T E C H N I Q U E I S A S K I L L T H A T T H E T E A C H E R M U S T H a V E I N O R O E R T O H A V E G O O D R E S U L T S . AN U N S K I L L E D P R A C T I T I O N E R I S A D I S A S T E R . T H U S , A F E A R O F R E C O M M E N D I N G I T A N D H A V I N G B A D R E S U L T S M A K E S ME T H I N K I T W Q N I T S P R E A O Q U I C K L Y . C E ) R 2 C O M M E N T A R Y - R 2 ; * W H O L E B R A I N E D U C A T I O N — h u m a n S O F T W A R E , C B ) R 3 ! I D O L I K E T H I S T E R N — E V E N T H O U G H I T H A S P O T E N T I A L T O A G E N E R A L I Z E D " B U Z Z Y " T E R M I C 0 ) Q U E S T I O N n u m b e r 6 2 W O R L D * I D E E D U C A T I O N A L - C O M P U T E R N E T W O R K S T H £ D E V E L O P M E N T O F W O R L O W I O E E D U C A T I O N A L C O M P U T E R N E T W O R K S AS A C C E S S I B L E L E A R N I N G R E S O U R C E S W I L L C A U S E D R A M A T I C I N C R E A S E S I N T H E G E N E R A L I N T E L L E C T U A L A B I L I T I E S O F T H E U N u E R - 2 1 P O P U L A T I O N . * C O M M E N T S F R O M R O U N O O N E * * C O M M E N T S F R O M R O U N D TWO • O M I T " O R A M A T I C " . CB ) I ' O O N ' T KNOW A B O U T T H I S , S O U N D S H O P E F U L . C E ) I O O N * T T H I N K T H E R E W I L L B E W I D E S P R E A D U S E O F S U C H AN E D U C A T I O N A L C O M P U T E R N E T W O R K B Y T H E A V E R A G E C L A S S R O O M T E A C H E R . C E ) I F T E C H N O L O G Y I M P R O V E S SO T H E Y M A Y * U S E T H E I R K N O W L E D G E F O R A B E T T E R L I F E . ( E ) P E R H A P S . C E ) I S U G G E S T " G E N E R A L L E V E L O F I N F O R M A T I O N APPENDIX 9: ACK N O W LED G EM EN T O F PARTICIPANTS A P P E N D IX 9: A C K N O W IE G E M E N T O F P A R T IC IP A N T S P A N E L O F E M IN E N C E Dr. Joseph B ogen, R o s s Loss Hospital, L o s Angeles Dr. Barbara Brow n, Veterns Administration Hospital, L o s Angeles * M s . Merilyn Ferguson, 8rain M ind Bulletin, L o s Angeles Dr. Jean Houston, Foundation for M ind Research, N e w Y ork Dr. P aul M acLean, Laboratory of Brain Evolution and Behavior, Bethesda Dr. Karl Pribram, Department of Psychology, Stanford University, Stanford Dr. Robert S am ples, Essentia, Boulder Dr. Charles Tart, Departm ent of Psychology, University of California, Davis O r. Merlin Wittrock, Graduate S chool of Education, U C L A , Lo s Angeles B R A IN M IN D R E S E A R C H E R S -D IS S E M IN A T O R S Dr. R obin B eebe, Educational Consultant, Foundation for M ind Research, N e w Y ork Dr. William Bergquist, IB M Scientific Laboratory, L o s Angeles Dr. Jack Canfield, Director, Institute for Wholistic Education, Am herst Dr. Barbara Clark, Departm ent of Special Education, C S U L A , L o s Angeles Dr. Betty Edw ards, Departm ent of Art, C S U L B , L o n g B e a c h Dr. Jerry Fletcher, Office of Education, Departm ent of H E W , W ashington, D .C . Dr. M ichael Gazzaniga, Departm ent of Neurology, Cornell M edical College, Cornell * Dr. David G o o d m a n , University of California, Irvine Dr. M ichael Grady, S chool of Education, St. Louis University, St. Louis Dr. Elm er G reen, Voluntary Control Clinic, Menninger•Institute, T o p e ka Dr. J a m e s H ickm an, W ashington R esearch Institute, S a n Francisco Dr. Harry Jerison, Departm ent of Psychiatry, U C L A , L o s Angeles * Dr. Joseph Kam iya, Langley Porter Neuropsychiatric Institute, S a n Francisco Or. Stanley Krippner, Humanistic Psychology Institute, S a n Francisco Dr, Jerre Levy, Departm ent of Behavioral Sciences, University of Chicago, Chicago M s . Doris Lyons, Project Outer Limits, University of A la b a m a Dr. E d w a rd McClelland, Hypnosis R esearch Foundation, Atlanta Dr. John Lilly, H u m a n Dolphin Foundation, Malibu Dr. J a m e s M cG a u g h , Vice Chancellor, Departm ent of Psychobiology, U .C . Irvine Dr. J a m e s M oore, Information Sciences Institute, L o s Angeles Dr. Allen Newell, Departm ent of C om puter Sciences, Carneige Mellon U., Pittsburgh Dr. T h o m a s Roberts, Departm ent of Learning a n d Developm ent, N IU , D eK alb Dr. David Rockefeller, Jr., Arts Education a n d Am ericans Association, C am bridge O r. Larry R ouse, Spectrum R esearch and Developm ent, Fresno Dr. Arnold Schibel, Institute for Brain Research, U C L A , L o s Angeles Dr. Charles Schm id, Learning in N e w Dimensions, S a n Francisco Dr. M ary Schmitt, Fairfield University, Fairfield M s . Lynn Schroeder, Delacourte Press, N e w Jersey Dr. G ary Schwartz, Departm ent of Psychophysiology, Yale University, N e w H a v e n * Dr. Josephine S e m m e s , National Institute of M ental Health, W ashington, D .C . * M s . Hadley Smith, Departm ent of Planning, State of Georgia Dr. D onald Shuster, Departm ent of Psychology, Io w a State University, A m e s M r. R o n Stadsklev, Project Outer Limits, University of A la b a m a Dr. P aul Torrance, Departm ent of Educational Psychology, U . of Georgia, Athens * = dropped from the study EDUCATORS M r. Law rence Alper, Association of Alternative Public Schools, Los Angeles M s . Natilie A m brose, M athematics Department, Im m aculate Heart H.S., Los Angeles M s . Goldie B e rn e 1, Director, C haro Child D evelopm ent Center, Whittier Dr. Dudley 81ake, Desegration Institute, C S U N , Northridge M s . Carol Briseno, A rea 4 A!ternative S chool , L o s Angeles Dr. David Brow n, Superintendent, W alnut Valley S chool District, W alnut M s . A n n e Bruetsch, M onterey Continuation High School, Los Angeles Dr. Yolanda C ham bers, Director, D epartm ent of H u m a n Developm ent, U C L A * Dr. Richard Cooper, Superintendent, A rea 5 Los Angeles City School, Los Angeles M s . R o x C ooperm an, W O M E N F O R , Beverly Hills M s . Joyce Draper, Assistant Principal, Bell H igh School, Bell M s . Kristen Druker, Culver City Junior H igh School, Culver City M s . Joy Dryden, Glendale S chool District, Glendale M r. Jason Fenton, C om m unity Services Training Program s, U .C . Irvine Dr. Janet Fisher, Director C U E S Project, L o s Angeles City Schools, L o s Angeles M r. A 1 Fox, Institute for Teacher Leadership, Los Angeles M r. Art Frier, C om m ittee for Future Studies, L o s Angeles City Schools, Los Angeles Dr. 8everly Galyean, Director, Confluent Education Project, L A U S D , L o s Angeles Dr. A m a l Girgis, Departm ent of Chemistry, C S U N , Northridge M s . Carolyn H augen, Director of Curriculum, W alnut S chool District, W alnut Dr. Jeanne H on, Principal, A rea H Alternative School, L A U S D , L o s Angeles Dr. Madeline Hunter, Director, University Elementary School, U C L A , L o s Angeles M s . S a d a e Iwataki, Adviser, Adult E S L , L A U S D , L o s Angeles M s . Jael1ine Jaffe, Winter Street Elementary School, Montebello M s . A ndrea King, Director, College Preschool, Los Angeles M s . M elba Knutsen, United Teachers of L o s Angeles, L o s Angeles M r. Vince Laura, Educational Options Program , L A U S D , Los Angeles M s . Theresa Lopez, D akota Elementary School, Los Angeles D e a n Rosalind Loring, College of Continuing Education, U S C , L o s Angeles M s . Lenore Mandel, Carthy Center Elementary School, L o s Angeles M s . Marilyn Miller, Educational Consultant, Miller a n d Blank Ass., S h e rm a n O a k s M r. Robert Miller, Departm ent of English, Milligan Junior H.S., W oodland Hills M s . Joanne Morris, Director, Am erican Indian Education Com m ission, L o s Angeles M s . M aureen M urdock, St. Augustine's b y the S e a School, S anta M onica M s . D oreen Nelson, Director, City Building Education Program , S anta M onica M r. Nikki Nem erouf, East L o s Angeles College, Los Angeles M r. Stan N ew ton, Glendale S chool District, Glendale M r. Stanley Olivier, Special Education Division, L A U S D , Lo s Angeles M s . Catherine Orlans, Short Street Elementary School, L o s Angeles M s . Barbara Outland, R eading Specialist, M oorpark College, M oorpark M s . Shelley Pearson, K e n n e d y Senior H igh School, G ranada Hills M s . Claire Pendray, 10th Street Elementary School, L o s Angeles Dr. Greta Pruitt, Director of Instruction, A rea 5, L A U S D , L o s Angeles M r. N o rm a n Rossell , Assistant Superintendent, L A U S D , L o s Angeles M s . Pearl Sires, 10th Street Elementary School, L o s Angeles M r. S tephen Sloan, Hollywood H igh School, Hollywood Dr. Leonard Steinberg, Departm ent of Educational Counseling, C S U L A , L o s Angeles Dr. E d w a rd Tevlin, S anta M onica Junior H igh School, S anta M onica M s . Evelyn Virship, University of California Extension, Los Angeles Dr. Kathleen Wulf, Departm ent of Teacher Education, U S C , Los Angeles 482- APPENDIX 10: ADDITIONAL MISCELLANEOUS C O M M E N TS O N THE STUDY APPENDIX 10: ADDITIONAL MISCELLANEOUS C O M M E N T S O N THE STUDY The following are comments made by participants on the study out side of the formal comment structures of the Delphi process. Many were le tte rs or notes sent in with study forms. - M y face is red. I found reacting to the survey a challenging experience. I recognized indeed how lim ited m y background is in this area. I feel fortunate to be included in your study. (E) - I had a d iffic u lt time with the concept of "importance". A ll the areas seem very important though society w ill not view them as such. I was torn about how I viewed them and how I anticipate society w ill accept these ideas. Which was wanted? (E) - I find the Source questions (#8 and #9) quite in tere stin g , especially #9 as i t makes m e think about how I learn, whereas I am usually observ ing others. I also realized that there is not enough about brain/mind information in the general media. A great design! (E) - This is a superb idea. I'm so excited to be a p art. I ju s t gave a ta lk on the brain and education and you and I (as usual) seem so p arallel in thoughts and in terests. I have som e ideas to share with you. Remember, what educators need now are practical implications gleamed from this research. (E) - I am not sure th a t, i f by checking "unable to answer", I a m q u alified to rank the importance of the statement. Your statements are ju s t excellent in scope and c la r ity . I'm excited to be a part of this and feel honored that you think I can contribute to your study. (B) - I'v e done the best I could on these. Many of the statements are so out landish that i t was d if fic u lt to take them seriously. Whoever is on your panel, I hope they are more careful in sticking to what is known about these areas, rather than to the most exaggerated claims in the "growth" and "fu tu ris t" publications. And there is an extremely narrow bias in the questions. Education is fa r fa r more than techniques of body mind manipulation, and the exaggerated working of the questions — revolutionize, etc — doesn't recognize at a ll the other purposes of education. Probably there w ill be som e substantial changes, over tim e, in how instruc tional programs are designed, based on brain research, p a rtic u la rly as the behaviorist "specifying behavioral objectives" phase passes. But i t sure won't be a ll that happens. I hope this is h elp fu l, and doesn't get m e labeled as ju s t another "old paradigm" ogre. (B) _484J - I'm putting in a lo t of things I want to happen. 20 years? The public must be more informed fo r these ideas to be accepted. Ig norance breeds fe a r. Great survey. (E) - Savored every entry. A m being educated by your research. (E) - What an excellent design. Can I have a copy or could I xerox the topics? What a wizard you are. (E) - Throughout this study l i s t is the premisethat brain research provides information about the operations of the mind. I challenge the assump tion that brain research has contributed anything s ig n ifica n t toward understanding thought, perception (attaching meanings to sensed in fo r mation), learning, consciousness, awareness, memory efficency — nor how to improve these functions. (B) - I'm appalled at the low level of thought underlying this questionnaire: I t 's English, its naivete, i t 's im p lic it bias for "experiential"-B rain Mind B ulletin type of superficial pap; its s im ila rity to the radio program style of simple minded p atter. For example, #42. Returning your round 2 envelope. Sorry I was and am so negative about your study. Maybe from i t a good one can emerge. Best wishes to an interesting person. (B) - 15 minutes divided by 42 items = 20 seconds per item. Pretty u n rea lis tic! I have answered these as "assume true and in iso latio n ". This is re a lly ambiguous. Anything that has a big impact on education must be important. Thus the importance rating of these questions is not independent of th e ir truth value. But your use of this scale at this f ir s t round implies in dependence. Furthermore, the items are not independent of each other. I f a ll these were to happen to education, i t would probably make a shambles of the instruction! (B) - Marvelous and exciting! Good luck on a valuable undertaking. (B) - This is a very interesting project you have here. I am so deeply involved, as a mind/brain s c ie n tis t, in lecturing to educators here in New England, to make these changes happen. Because most of m y energies are going into th is , I am keeping m y fingers crossed ( i.e . 50% pro b ab ility) that within 15 years there w ill be some radical revamping of our educational structures. So m uch is changing so rapidly that I am optj m is tica lly projecting 15 years ahead. But it 's no more than 50/50. I f i t doesn't happen by then, with a ll the chaotic changes that are taking place, i t probably never w ill happen. (B) - I could not answer these questions. I t involved too m uch prophesy for me. You w ill have to exclude m y "data" from your fin a l sample. I'm sorry. Good luck with your study. (B) AB5, - O n shucks, I decided I could probably answer, with a f a ir amount of confidence, a ll the items. And I took longer to answer this second round than I did the f i r s t . Reason? Probably because I was caught up in comments of round one respondants. Either I'm to ta lly out of touch with the "expert consensus" or there are quite a few folks out there with heads-in-sand! I'd lik e to nominate the one responding "crap, good g r ie f, Sci-Fi 2550, etc" (sounded lik e the same person) fo r the "Lucy Award" (of Peanuts cartoon fame)! Can't wait fo r round three. And the resu lts. I'm hurrying to get th is in today's m a il...s o w ill s e ttle fo r this hand- scribbled note to you. I ’m s t i l l excited about the Delphi. D idn't ex pect you to include m y "tongue-in-cheek" coironents to the person who seemed to view many of the items as so much bunk! But I'm glad you did. A thought. Delphi item 31B and others cause m e to redouble m y deter mination to w rite a glossary of terms fo r new age consciousness to be read by those educators who seem to need d e fin itio n s (B) - Your questionnaire is very interesting and w ell-presented. Looking forward to the re s t. (B) - F illin g out this questionnaire was fascinating. I t confronted m e with how "sketchy" and unintegrated is m y knowledge in these fro n tie r areas. I'm glad you're doing this valuable work. (B) - You are doing a very impressive job. (B) - I love what you're doing here! (E) - This survey should address the issue of compulsory education and the redundancy of high school and lower division college. (B) - I'm te rrib ly impressed by the scope of your investigation. (E) - I find the research fascinating and important so know that i t is a high p rio rity . (B) - A ll this has been a challenging learning experience in its e lf! I think that v is itin g with these concepts between round two and three has made m e more conservative in answering round three! Between round one and two I was getting energized by the fresh and possible alternatives and eager to support anything hopeful, h elp fu l, and beyond the existing systems, which are clea rly not working. Now, in answering round three, I re alize that I'm m uch more conscious of the existing intracable provencial struc tures (educational, c u ltu ra l, p o litic a l) which are so re sis tive to inno vations such as those offered in this p o ll, and consequently feel they (B/M ideas) have less of a chance of being implemented however desirable and exciting. Maybe I'm ju s t tire d — or overworked — but I feel depressed a fte r finishing round three - - whereas I was exhilarated a fte r finishing round two. Has anyone else f e lt this? I love the additional developments, but w ill opt for keeping them for another time to review. Also, I don't want to hold you up on getting this in the computer. Thanks fo r including m e in your study! (B) Ms. Diane N. Battung 968 T u laro s a D riv e , #1 Los A ngeles, C a lifo r n ia 90026 Dear Ms. B attung: Although I d id agree to p a r tic ip a te in the D e lp h i study o f the im p lic a tio n s o f developments in neuroscience fo r e d u c a tio n , I am so taken aback a t the n a tu re o f the f i r s t q u e s tio n n a ire th a t I see no a lt e r n a t iv e but to w ith d raw . The s u b je c ts (from which one is supposed to choose about h a lf fo r fu rth e r c o n s id e ra tio n on la t e r rounds) seem to me so f a n ta s tic th a t they are more lik e scien ce f i c t i o n than any reasonable e x tra p o la tio n . I hope I am not being o ffe n s iv e in s ta tin g my honest im p ressio n. 1 have had some c o n ta c t w ith ed u catio n and have seen a r t ic le s in le a d in g e d u c a tio n a l jo u rn a ls about th e p o s s ib le im p lic a tio n s fo r ed u catio n of hemis p h e ric s p e c ia liz a tio n in the human b ra in . Although th e re is no doubt th a t such s p e c ia liz a tio n e x is t s , even some s c ie n tis ts have been u n c r it ic a l and o v e re n th u s ia s tic about ad opting n eat dichotom ies ( l ik e a n a ly tic -s y n th e tic , r a tio n a l-e m o tio n a l, l o g i c a l - i n t u i t iv e , and o th e rs ) th a t , in my v ie w , do not f i t the a c tu a l fa c ts and lea d to paradoxes. C o n sider, fo r exam ple, an a r t ic l e c a lle d " R ig h t-b ra in e d kid s in le f t - b r a in e d s c h o o ls ." I am aware th a t th is t i t l e is e s s e n tia lly a m etaphor, s in ce what th e p iece advocates is new teach in g methods th a t appeal to the supposed c o g n itiv e s ty le o f the r ig h t hem isphere. The fa c ts a r e , o f co u rse, that, in an overwhelm ing p ro p o rtio n o f people (in c lu d in g le ft-h a n d e rs ) the l e f t hemisphere is "d om in an t", th a t i s , dominant fo r speech, whereas the r ig h t hemisphere is dom inant, although to a le s s e r d egree, fo r s p a t ia l r e la tio n s h ip s . What does "space" have to do w ith s y n th e s is , em otion, in t u i t io n , c r e a t iv it y , and a l l those good th in g s as crib ed to the r ig h t hemisphere? How does these pseudo th e o rie s ap p ly to boys vs. g ir ls ? What about the c e re b ra l commissures th a t keep the hemispheres in constant communication w ith each o th e r, so th a t they work to gether? Is i t w ise to base e d u c a tio n a l p ra c tic e s on a metaphor th a t is not even apt? I f the new e d u c a tio n a l p ra c tic e s prove to be u s e fu l, i t w i l l not be because they are based on s c i e n t if i c fa c ts about the b r a in . H em ipsheric s p e c ia liz a tio n has caught the p u b lic 's fan cy, b ut w hether o r not i t has any im p lic a tio n s fo r e d u c a tio n a l p ra c tic e s is d o u b tfu l. E arnest educators re sp ec t what they b e lie v e to be s c ie n t if ic fin d in g s , b ut they have read much in to them th a t is not th e re . I t is not w h o lly t h e ir f a u l t , sad to say. Many o f the q uestions th a t are ra is e d i'n the D e lp h i study are even fa r th e r out than th e above exam ple. I r e a lly have never b efo re seen such a document. Please fo rg iv e me fo r my fra n k n e ss , but my p a r tic ip a tio n in th is q u e s tio n n a ire would be w o rth le s s . Dear Diane Battung,* I t looks as i f I am not destin ed to p a rtic ip a te in the D elp h i p ro je c t. The m a te ria ls f o r Round Two a rriv e d w hile I was out o f town, thus I could not make your d e a d lin e . T h e r e 'is , however, a more b asic reason f o r my d if f i c u l t y in p a r t ic i p a tin g . I had been concerned by th e im p rec ise, ambiguous language o f the statem ents and f e l t th ere could be two re a c tio n s on my p a r t. I could e ith e r accede to co n jectu res made from u n s u b s ta n tia l d a ta , fa n ta c ie s , o r m is in te r p re ta tio n s o f s c ie n t if ic p o s s ib ilit ie s o r attem pt to c l a r i f y th e statem ents w ith fa c tu a l in fo rm a tio n th a t could allo w reasonable p ro je c tio n s . I stru g g led w ith th e l a t t e r o b je c tiv e th re e o r fo u r tim es b efo re f i n a l l y g iv in g up in d e s p a ir, f i n a l l y d ecid in g th a t I could n o t, in a l l conscience, comment on the statem ents u n t il th ey could r e f le c t accuracy in in te r p r e tin g n eu ro lo g ic o r psychophysiologic data so th a t reasonable im p lic a tio n s o f cu rre n t and p o te n tia l use in edu catio n could be made. L e t m e g ive you an id e a o f th e n atu re o f my discom fort w ith the s ta te ments. Re Statem ent #1, f o r exam ple, which I e a r l i e r noted as b io lo g ic a lly rid ic u lo u s . The reason f o r my comment is th a t " b ra in fre q u en cie s" are con - s ta n tly changing p a tte rn s and have h ig h ly v a ria b le and in d iv id u a lis t ic re la tio n s h ip s to le a rn in g ra te s and in most people th e re is no re la tio n s h ip at a l l . I t would be v i r t u a lly im possible to c o rre la te m uscical frequency p a tte rn s to EEG p a tte rn s and com pletely im possible to c o rre la te w h ite noise since w hite noise i s composed o f random m ixtures o f fre q u e n c ie s . Re statem ent #2 - although p h y sio lo g ic stu d ies in d ic a te th e p ro b a b ility o f autonomic and aging re g u la tio n , th e re have been no n eu ro lo g ic stu d ies re le v a n t to th e p o s s ib ilit y . Re statem ent #3 - I d o n 't know Pesso's w ork, but the work o f F eld e n k re is and o f Houston and M asters does not q u a lify as n e u ro lo g ic evid en ce, e it h e r f o r body movement as a "n e u ro lo g ic stim ulus" o r f o r a re la tio n s h ip between body movement and e it h e r c r e a t iv it y o r le a rn in g . Body movement f o r enhancing vario us kinds o f awarenesses may indeed f a c i l i t a t e c r e a t iv it y and le a rn in g , but the evidence is not n e u ro lo g ic , hence "n eu ro lo g ic stim ulus" cannot be assumed. Re #5 - There are o n ly 2 o r 3 anecdotes about a c c e le ra te d tim e le a rn in g and no system atic s tu d ie s , I th in k i t unwise to co n jectu re from t o t a l ly un s u b s ta n tia te d in fo rm a tio n . Since a c c e le ra te d tim e le a rn in g has been co n jectu red about f o r more than 30 y e a rs , i f i t were much more than some a c c id e n ta l o r co in c id en t fin d in g , th en because o f i t s seeming enormous p o te n tia l, c e r ta in ly we would have heard much more about i t by now. Re #6 and o th e r statem ents in which p u rely la b o ra to ry d ata from q u ite a r t i f i c i a l s itu a tio n s (a n im a ls ; s u rg ic a l and e le c t r ic a l in te rv e n tio n s ) are ± 8 1 p . 2 e x tra p o la te d unw arrantedly to a t o t a l ly d if f e r e n t m ilie u (human beings in human environm entsj human m o tiv a tio n s ) have n o t, to the best o f my knowledge, ev er been found to be p re d ic tiv e f o r human b eh avio r and such in fo rm a tio n is u s e fu l to support th e o rie s o n ly a f t e r complex human phenomena have been s tu d ie d . Since the in s tru c tio n a l in fo rm a tio n in Round One requested comments on the c l a r i t y o f the statem ents, I gathered the statem ents would be c l a r i f ie d and c o rre c te d . When th ey w e re n 't, I was in a quandry about how to re c o n c ile judgments re tim in g , e tc . w ith what I co n sider to be statem ents o f im p lic a tio n s based on m is in te rp re te d research d a ta . F o r exam ple, i t is not p ossible to deduce anything about the le a rn in g process from research d ata on lim b ic , m id- b ra in , e tc , fu n c tio n s . The measures o f these fu n c tio n s , e x p e rim e n ta lly , are o v e rt b e h a v io r, u s u a lly in te n s e em otion, and has nothing to do w ith the b ra in 's processing o f in t e llig e n t in fo rm a tio n , as in le a rn in g . As I see th e p ro je c t, the m a jo rity o f statem ents p ro je c tin g im p lic a tio n s o f th e " b ra in mind re v o lu tio n " f o r ed u catio n ( 1 ) la c k an understanding o f how b ra in and n eu ro lo g ic research re la te s to human b eh avio r and le a rn in g , ( 2 ) a la c k o f understanding o f th e d iffe re n c e between s c ie n t if ic fa c t and fa n c y , and ( 3 ) la c k a p p re c ia tio n o f the d iffe re n c e between o b je c tiv e and s u b je c tiv e o b s erv atio n s . I am p a r t ic u la r ly d is tu rb e d by the co n je ctu re s about c o n je c tu re s . That i s , much o f what people seem to th in k can be deduced from b ra in research is not a c tu a lly deducible but i$ th eo ry o n ly . W hile th e re are a hundred th e o rie s about how b ra in re la te s to the mind, th e re is not one scrap o f d ire c t evidence to support any th e o ry . The th e o rie s are sim ply guesses, and guesses based upon one o r another re s e a rc h e r's p a r tic u la r in te r e s ts and work, and ra re ly account f o r more than one s p e c ia liz e d b it o f experim ental in fo rm a tio n . I d o n 't know the reason why, but the supplem ental l i s t o f im p lic a tio n s is much more reason ab le, much le s s ambiguous, and has the p o te n tia l to c o n trib u te much more to co n sid e ra tio n s o f the fu tu re o f ed u ca tio n a l techniques than the o r ig in a l l i s t . I'm so rry to have been a b other to you, but my penchant f o r s c ie n t if ic accuracy i s too strong to a llo w m e to be u n fa ith fu l to my love of t r u th . 420,

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Asset Metadata

Creator Battung, Diane Natalie (author)

Core Title Implications of the brain mind revolution for education 1980-2000: A Delphi pilot investigation of the comparative perspectives of selected brain researchers-disseminators and educators

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, educational psychology,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c26-497261

Unique identifier UC11247640

Identifier usctheses-c26-497261 (legacy record id)

Legacy Identifier DP24814.pdf

Dmrecord 497261

Document Type Dissertation

Rights Battung, Diane Natalie

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA