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Enter subhead content here

Research shows

Americans the people want to save human race-  BUT Those who power over its media and big business laws/banks don't (footnote )  

China Questions to explore with any American as a person below -

Footnote: 1999 journal of marketing management tripe issue on brand reality- how famke did us 20th c media become (non-economic and no-socal value chains)  - 1995 with Economist Intelligence Unit: Brand Chartering; 1988 with The Economist editors The Year of Brand- audits of trust are missing (needed to design world that is locally deep as well as global) Glasgow University Journal of Social Busienss from June 2010 death of Norman Macrae normanmacrae.net -The Economist's jounalist of end poverty between east -west hemisphers and what would happen to 4000 moore tech 2030 vs 1946) -see 2025 Report (1984)


 girlscansaveworld.jpg 
  

 Do you want America to remain bigger than China over sustainability goals last 10 years: recommended moderator Kissinger

China has 4 time more people and maybe 7 times more girls under 30 -how can education help them - recommend looking at sorts of chinese exploeres of education

China has the benchmark tech and transportaion infrastructire for happiness between big cities and rural heartlands- recommend BRI.school - top 13 #BR maps linking every ocean belt and ever contuinents's Roads (ie Grids)

China trains engineers technolgists- its world leadingtechnolgust jack ma spent hios 30 yeras emploring world with english langiuage- he is the UN's envoy for livelihods wor;dwide yputh can cooepatively linkin with education and big data small technolgy -recommend alibabauni.com and the UN;s DigitalCooperation.org

 

The next 7 years will see doubling of media-tech from 1000 to 2000 times moore- Jack Ma has put 15 biliion dolars into worldwide academy of how each of thise new techs impacts sustaonability- Jeff Bexzos has put 5 bn i9nto making us's 2 most powerfulcities more powerful - see hibs like jack ma's DAMO, Charles Schabs IR$ - keepi questionj 7 tech wonderrs - AI (robot education), G5(100 time smore mobile smart things than people), 3d printing (ie additive  engineering), sensors in everyyhing you wear as well as every public s[ace, shared economies of smart cities- upgrading every place to end digital dicvoedes needes worldwide cooperation , 4 languages and 17 goals need one mooc so that all tecahers and stsyndets of sustainbiluity can benchmark 30000 botom up soution-microfrnchises to replicate- everyone lifelong teacher and studnt

 

 ROUND 2 in more detail

One haplf of the world's peo[pe live within 3000 miles of beijing on 10% of land- their place labs urgent needs solutions to every7 sustainability7 goal- less than 10% of people ;ive within 300 milesof america's bihhest city- usa only has 2 bodres and doesnt curretly understand the peoples across either border- china has 15 bodreds and its youth create lots of exchnages trying tgo understand

china is happy to chamge educatuiin in every way to go beyo0nd classroom acd co-create livelihpoods- ameroica's education and other unions of education dont wat chnage- they want educati9rs to have lifelong jobs and pensions

China has half a bilion youth livelihhods to sustain - and most families future depens on thye snartest 20-30 yera olfd since china has not had the monety to build old peoples social security- among the 188 developing nations china's youth leatrning networks are more relevant than the G7 big nations

All of the abhove applies particulary to live of whyerever net gorl is born- in other words if you value women empowerment look at debates around china's educators and media; if you dont value wpomen look at trump's alumni 

 

 


  

 

Changing education

There has been a sea-change in the traditional ages on man. Compared with 1974 our children in 2024 generally go out to paid work (especially computer programming work) much earlier, maybe starting at nine, maybe at twelve, and we do not exploit them. But young adults of twenty-three to forty-five stay at home to play much more than in 1974; it is quite usual today for one parent (probably now generally the father, although sometimes the mother) to stay at home during the period when young children are growing up. And today adults of forty-three to ninety-three go back to school - via computerised learning - much more than they did in 1974.

In most of the rich countries in 2024 children are not allowed to leave school until they pass their Preliminary Exam. About 5 per cent of American children passed their exam last year before their eight birthday, but the median age for passing it in 2024 is ten-and-a-half, and remedial education is generally needed if a child has not passed it by the age of fifteen.

A child who passes his Prelim can decide whether to tale a job at once, and take up the remainder of his twelve years of free schooling later; or he can pass on to secondary schooling forthwith, and start to study for his Higher Diploma.

The mode of learning for the under-twelves is nowadays generally computer-generated. The child sits at home or with a group of friends or (more rarely) in an actual, traditional school building. She or he will be in touch with a computer program that has discovered , during a preliminary assessment, her or his individual learning pattern. The computer will decide what next questions to ask or task to set after each response from each child.

A school teacher assessor, who may live half a world away, will generally have been hired, via the voucher system by the family for each individual child. A good assessor will probably have vouchers to monitor the progress of twenty-five individual children, although some parents prefer to employ groups of assessors - one following the child's progress in emotional balance, one in mathematics, one in civilized living, and so on - and these groups band together in telecommuting schools.

Many communities and districts also have on-the-spot 'uncles' and 'aunts'. They monitor childrens' educational performance by browsing through the TC and also run play groups where they meet and get to know the children personally...

Some of the parents who have temporarily opted out of employment to be a family educator also put up material on the TC s for other parents to consult. Sometimes the advice is given for free, sometimes as a business. It is a business for Joshua Ginsberg. He puts a parents advice newsletter on the TC , usually monthly. Over 300 million people subscribe to it, nowadays at a 5-cent fee per person, or less. Here's an entry from the current newsletter:

"Now that TCs are universal and can access libraries of books, 3-d video, computer programs, you name it, it is clear that the tasks of both the Educator and the Communicator are far more stimulating that ten years ago.

One of my recent lessons with my ten-year-old daughter Julie was in art appreciation. In the standard art appreciation course the TC shows replicas of famous artists' pictures, and a computer asks the pupil to match the artist to the picture. Julie said to the computer that it would be fun to see Constable's Haywain as Picasso might have drawn it. The computer obliged with its interpretation , and then ten more stylised haywains appeared together with the question 'who might have drawn these?'. I believe we are the first to have prompted the TC along this road, but it may now become a standard question when the computer recognises a child with similar learning patterns to Julie's.

It is sometimes said that today's isolated sort of teaching has robbed children of the capacity to play and interact with other children. This is nonsense. We ensure that Julie and her four year old brother Pharon have lots of time to play with children in our neighbourhood . But in work we do prefer to interact with children who are of mutual advantage to Julie and to each other. The computer is an ace teacher, but so are people. You really learn things if you can teach them to someone else. Our computer has helped us to find a group of four including Julie with common interests, who each have expertise in some particular areas to teach the others.

The TC also makes it easier to play games within the family. My parents used to play draughts, halma, then chess with me. They used to try to be nice to me and let me win. This condescending kindness humiliated me, and I always worked frenetically to beat my younger brother (who therefore always lost and dissolved into tears.) Today Julie, Pharon and I play halma together against the graded computer, and Julie and I play it at chess. The computer knows Pharon's standard of play at halma and Julie's and mine at chess. Its default setting is at that level where each of us can win but only if we play at our best. Thus Pharon sometimes wins his halma game while Julie and I are simultaneously losing our chess game, and this rightly gives Pharon a feeling of achievement. When Julie and I have lost at chess, we usually ask the computer to re-rerun the game, stopping at out nmistakes and giving a commentary. As it is a friendly computer it does a marvelous job of consoling us. Last week it told Julie that the world champion actually once made the same mistake as she had done - would she like to see that game?

I intend to devote the next two letters to the subjects I have discussed here , but retailing the best of your suggestions instead of droning on with mine."

While the computer's role in children's education is mainly that of instructor (discovering a child's learning pattern and responding to it) and learning group matcher, its main role in higher education is as a store of knowledge. Although a computer can only know what Man has taught it, it has this huge advantage. No individual man lives or studies long enough to imbibe within himself all the skills and resources that are the product of the millennia of man's quest for knowledge, all the riches and details from man's inheritance of learning passed on from generation to generation. But any computer today can inherit and call up instantly any skill which exists anywhere in the form of a program.

This is why automatically updated databases are today the principal instruments of higher education and academic research. It is difficult for our generation to conceive that only forty years ago our scientists acted as tortoise-like discoverers of knowledge, confined to small and jealous cliques with random and restricted methods of communicating ideas. Down until the 1980s the world has several hundred sepaate cancer research organisations with no central co-ordinating database. 

  





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