Monthly Archives: October 2020

UFO: Futuristic Concepts and the End of the World

I was sitting on the front stoop wondering if I should wash the pickup or pick the last of the tomatoes off my one vine that has produced about a zillion marble-sized tomatoes this summer.

I learned last year that you only need one tomato plant in Idaho unless you want to supply (no derogatory remark here) Wal-Mart®. I accidentally picked a plant that pumps out those wee tomatoes that I didn’t like. I like the big ones that send juice running down your cheeks when you bite into them.

My granddaughter, L, loves the little ones and I found that if you get a handful and plunk them into your mouth all at the same time, like she does, you can get a big tomato sensation. I went out to my plant and grabbed a handful. That’s when Xrytspet showed up.

“I don’t see how you can eat those things!”

I said, “Go away, Xrytspet!”

She said, “I came to help. Is that how I’m to be treated?”

“What do you want, Xrytspet?”

“I’ve come to help you with that article you are thinking about.”

As is her custom, she sat on my lap. I said, “Get off my lap!”

“I want to help you with that Future-Concepts – Got futuristic dreams of changing the world? Put even your most eccentric or innovative ideas here! article for the new http://ezinearticles.com category.

“Sense when do I need you to help me write, Xrytspet? I’ve got my own ideas for the article.”

“They stink!”

“What do you mean, they stink? You’ve been in there messing with my computer, haven’t you?”

“I made a few revisions to your article.”

She kissed my cheek and disappeared after turning herself into a Northern Fish Crow, a Blue Bird, and a Northern Shriek.

Last week she turned herself into a cheetah, a puma, and a jaguar before she disappeared. The jaguar chased me up our cherry tree.

I decided to skip washing the pickup. It was getting cloudy in the west and maybe it would rain. I went into the computer and read her article which is as follows:

Futuristic Concepts and Dreams that Will Change the World Including Eccentric and Innovative Ideas. by Xrytspet and John T. Jones, Ph.D.

To determine the future we went to the Synchronic Isentropic Time Warp Predictor and typed in Earth. Here is the printout of significant events:

March 2017: Bush War II (Iraq) ends. The casualties not counting Iraqis (who don’t count) were 12337 Americans, 12 Australian, 987 Britons, 134 Bulgarians, 7 Danes, 9 Dutch, 14 Estonians, 9 Hungarian, 260 Italians, 3 Kazakh, 4 Latvian, 174 Poles, 4 Salvadoran, 6 Slovaks, 11 Spaniards, 8 Thai and 18 Ukrainians.

April 2034: Bush War II (Afghanistan) ends. The casualties not counting citizens of Afghanistan (who don’t count) were 1250 Americans, 8 Australian, 12 Britons, 16 Canadians, 12 Danes, 14 French, 45 Germans, 16 Italians, 5 Norwegian, 7 Romanians and 57 Spaniards. There were also Pakistani deaths (who don’t count).

January 2037: Cell Phone Production Wavers Off: Only 2.345 billion telephones were produced in 2036. The death count by drivers using cell phones reached 52,617 deaths and 7,260,006 injuries.

November 2248: Post revolutionaries attempt to bring freedom to the United States: Students from the University of Nevada, Tonopah called on President Valerie Clinton, a descendent of President Hillary Rodman Clinton, to convince the 47 states that left the Union last year to return and to start up Congress again. The President said, “Are you kidding? I can hardly manage the three states that are left (Utah, Nevada, and Idaho).”

October-December 2869: Meteor shower throw big ones at Aberdeen, Kansas and Aberdeen, Scotland. Most humanoids were killed in the two Aberdeens (and in their surrounding areas) during the recent rock show from the sky. A Mongolian horse breeder said, “At last! Now maybe I can raise my horses in peace without those National Geographic guys being around here all the time.”

February 2356: Nubian man creates fire from rubbing sticks together (Also called Kush, Land of Kush, Te-Nehesy, Nubadae, Napata, or the Kingdom of Meroei.) : Amun-Pa of Batn El Hajar or “Belly of Rocks” has discovered fire, something we all forgot. He lit a torch and ran all the way to the 6th Cataract above Khartoum. His run will be repeated at the First Nubian Olympics in September, at Khartoum, right after the hot season.

August 2459: Glaciers at Antarctica have all now melted. Geologists predict good beach conditions east of the underwater community of Sacramento, CA and at the lower elevations below Spruce Pine, NC.

June 2787: Astronomers apologize for not predicting the correct approach of Asteroid Humongous last fall. Speaking for the scientist at Area 51 near Los Vegas, Nevada, Dr. Alice Brown-Jones, a remote cousin of the famous cinema star, Catherine Zeta Jones that we have been watching on our television sets for decades, said in a news conference this morning at 1:17 a.m. that the trajectory of Asteroid Humongous was calculated incorrectly last fall and that the asteroid was going to hit the moon dead center rather than swishing by our earth sucking the ocean waters into the sky. (That would have been a sight!) She said that scientist at Area 51 near Los Vegas were calculating the consequences of this, but she suggested that we all take measures to learn the Nuclear Age Safe Position. As a public service we instruct you herewith:

1. Find a strong table or desk. (If you have a choice, choose the one in the cellar or basement.)

2. Sit under the desk or table.

3. Pull your legs up to your chin but keep your legs apart wide enough to kiss your butt goodbye.

End of Record

After I read this report, I was very relieved. None of this would affect me much.

Copyright©John T. Jones, Ph.D. 2005

Difference Between On-Campus Education and Online Education

On-campus education vs. online education! Is one better than the other? Can one completely replace the other? Indeed it seems that online education is the way of the future. Educational institutions, corporations and government organizations alike already offer various forms of electronic teaching. However, can a computer truly replace a teacher and a blackboard?

How people learn

Each individual has a form of learning that suits them best. Some individuals achieve fantastic results in courses taught online, however most people drop out of 100% computer-led courses. Educational institutions, as well as companies in carrying out staff training, must recognize that there is no ideal way to carry out the teaching of a large group of individuals, and so must design programs that best suits the needs of the group as a whole.

People learn using multiple senses. This involves learning through both theoretical components of a course, as well as social interaction with both instructors and other students. Students learn from each other’s mistakes and successes, not just from what they are told by instructors.

Each individual student has an ideal learning pace. Instructors are therefore faced with the challenge of designing courses that move forward such that those students with a slower learning pace do not get left behind, while not moving so slowly that students with faster learning paces get bored.

Online education

In the age of high-speed information transfer, online education is becoming a popular and cheap means for delivering teaching to individuals outside the classroom, and in some cases all over the world. Teaching can be via CD, websites, or through real-time online facilities such as webcasts, webinars and virtual classrooms. However, different methods of online education each have their own advantages and disadvantages.

Online education is still a relatively new concept, and in many respects still in the teething stages. As such, various problems arrive across different online education environments. For example:

1. Lack of immediate feedback in asynchronous learning environments: While some online education environments such as webcasts, webinars and virtual classrooms operate live with the addition of an instructor, most do not. Teaching that is delivered through a CD or website, although having the advantage of being self-paced, provides no immediate feedback from a live instructor.

2. More preparation required on the part of the instructor: In an online education environment, an instructor can not simply stand in front of a whiteboard and deliver a class. Lessons in online education environments must be prepared ahead of time, along with any notes and instructions that may accompany the teaching.

In many cases it would also be necessary that the instructor not only understands the concepts being taught, but the technology used to deliver that teaching. This therefore increases the skill-levels needed of online education instructors, placing greater demand on educational institutions.

Staffing levels may also be higher for courses run in an online education environment, requiring for example:

The Instructor – able to teach both course content and be skilled in the use of technologies involved

The Facilitator – to assist the instructor in delivering content, but may do so remotely

Help Desk – to offer assistance to instructors, facilitators and students in the use of both software and hardware used to deliver the course.

3. Not all people are comfortable with online education: Education is no longer only sought by the world’s youth. With an increased trend towards adult and continuing education, there is a need to design courses suitable for students over a larger age-range, as well as students from different and varied backgrounds. It is difficult, however, to design online education environments suitable for everyone.

4. Increased potential for frustration, anxiety and confusion: In an online education environment, there are a greater number of parts making up the system that can fail. Server failures may prevent online courses from operating. Software based teaching applications may require other specific components to operate. Computer viruses may infect software necessary to run online education environments. If these systems are complex, students may choose the ease of On-campus education rather than taking the additional time and effort necessary to master the use of online education systems.

5. The Digital Divide: Many people who live in remote areas and developing countries do not have access to computers, making any form of online education virtually impossible. For this reason, online education is only able to be targeted at the people lucky enough to be able to take advantage of the technology involved. Similarly, offering live teaching across the world means that different time zones and nationalities increase the demand for multi-skilled instructors.

In addition to these, there are also several legal issues associated with maintaining an online education environment. For example, intellectual property laws, particularly those relating to copyright, may or may not fully cover electronically created intellectual property. For example, information on a website is not necessarily considered to be public domain, despite being available to everyone. However, the Australian Copyright Act was amended in 2001 to ensure that copyright owners of electronic materials, including online education environments, could continue to provide their works commercially.

On-Campus Education

Still the most common form of instruction is traditional classroom-style learning. These instructor-led environments are more personal than online education environments, and also have the advantage of allowing for immediate feedback both to and from student and teachers alike. However, the classroom allows for less flexibility than courses run in online education environments.

Instructors in modern classroom environments are still able to take advantage of several forms of electronic teaching tools while still maintaining the atmosphere associated with the traditional classroom environment. For example, PowerPoint slides can be utilized instead of a whiteboard or blackboard. Handouts can be distributed via course websites prior to the event. However, on the day, students are still able to actively participate in the lesson.

Like online education environments, On-campus education comes with certain drawbacks, the most common of which is the classroom itself. This requires a group of people which, in a university for example, could reach a few hundred people in size, to gather in the same place at the same time. This requires enormous time and financial commitment on behalf of both the students and the educational institution.

However, it is this sort of environment that is most familiar to students across the world. People of all ages can access a classroom environment feeling comfortable with the way that a classroom-run course is carried out. Older students who may not be comfortable with the use of information technology are not required to navigate their way through possibly complex online education environments, making On-campus education the most accessible form of teaching.

On-campus education has one advantage that 100% electronically delivered courses can not offer – social interaction. Learning comes from observing, not only what is written on a page or presented in a slideshow, but what is observed in others. Most students are naturally curious, and so will want to ask questions of their instructors. The classroom environment allows students to clarify what is being taught not only with their instructors, but with other students.

So, Which is Better?

There is no style of instruction that will best suit every student. Studies have shown (Can online education replace On-campus education) that courses where online education is used to complement On-campus education have proved more effective than courses delivered entirely using only one method. These courses take advantage of both online education materials and a live instructor, and have produced results higher than those of students in either 100% online education or classroom environment courses. Students have the advantage of the immediate feedback and social interaction that comes with the classroom environment, as well as the convenience of self-paced online education modules that can be undertaken when it best suits the student.

It would seem that online education environments will never completely replace On-campus education. There is no “one size fits all” method of teaching. Teaching styles will continue to adapt to find the method that best fits the learning group. Using a mix of online education environments and classroom sessions, educational institutions, corporations and government organizations can ensure that training is delivered that is convenient and effective for both instructors and students alike.

Education: The Foundation Of Everything

As learning is the basis of knowledge, education is the structure from which knowledge flows.

Accumulating information is like having a marble connection, what do you do with it once you have it? The byproducts of education – awareness of varying concepts, appreciation for ideas, understanding divergent philosophies – all are powerful foundations for growth and change.

Intelligence contains within itself the ability to listen and reason, the knowledge to act within reason and the power to create. From education comes wisdom and from that wisdom, solutions are born that propel us forward, whether constructing a building or nurturing an idea.

With Knowledge Comes Responsibility

True knowledge is fearless, made strong by the absence of doubt and fortified by pillars of information. Cultivating it simply requires an open mind and a desire to learn. Channeling knowledge towards meaningful expression is always the challenge.

As William S. Burroughs, American writer and visual artist, once stated, “The aim of education is the knowledge, not of facts, but of values.”

Every physical structure, every scientific achievement, every philosophical advancement, all have one thing in common; they were brought into existence by educated opinions based on knowledge. The evolutionary path of civilization would have been dramatically different had experiments and new ideas been based on ‘guessing’ or ‘gut feelings’, rather than analytical observation.

Scientific Facts Shape Our Future

A great example of education-based evolution is Darwin’s well-known Theory of Evolution. It is one of the most substantiated theories in the history of science. Hard to imagine such a ground-breaking and historical hypothesis being put forth without the benefit of informed analysis from knowledgeable professionals.

During the beginning of his research, Darwin was much more an observer than a geneticist. He could document the pattern of evolution, but did not possess the scientific training to understand and subsequently translate his observations. Without the corroborative knowledge to support his theory, it would have proven difficult to answer the inherent questions of ‘how’ or ‘why’ it happened.

Evidence gathered from various scientific disciplines, including paleontology, developmental biology, geology, and genetics, enabled scientists to advance Darwin’s stream of ‘theoretical consciousness’ into mainstream discussion. Questions were raised and explanations were given. It is easy to imagine Darwin’s groundbreaking theory never becoming more than coffee-table talk in the absence of fact-based science.

Where Learning Leads… Wisdom Follows

The dictionary defines ‘foundation’ as the basis or groundwork of anything. Education is defined as the act or process of imparting or acquiring general knowledge (in conjunction with) developing the powers of reasoning and judgment. Together, they form the bedrock of learning-based understanding… the path to wisdom.

Wisdom is the grand enabler. With it, all is possible. Without it, nothing is achievable. Wisdom created the pyramids and thrust us into space. It taught us to fly and how to come back down to Earth safely. Wisdom is the evolution of education and architect of our reality.

As a child learns and develops a foundation for life, so too, does learning bring forth the knowledge needed to explore the foundation of the universe. Step by step and lesson by lesson, studying the various aspects of life in all its natural and man-made grandeur, establishes a base of knowledge impervious to self-doubt and distraction.

The infrastructure of human existence will forever depend on the strength and wisdom forged from our educational structure.

Cancer, Ancient Atomic Mathematics and the Science-Art of Quantum Biology

As is commonly known, the pursuit of happiness ideal was fused into the basic design of the Constitution of the United States of America. Surprisingly, no one seems to know why and how that came about. Scholars knew it had something to do with a message from ancient Egypt’s ‘Eye of Horus’, depicted at the top of a pyramid as part of the Great Seal of America. They also knew that this all-seeing eye message had been linked to the work of the Greek mathematician, Pythagoras, who had studied political ethics in ancient Egypt.

Some thought that the message might relate to a happiness of acquiring wealth through mechanical industrialisation. However, the discovery of quantum biology during the 21st Century demonstrated that a far greater potential wealth exists within new technologies able to harness the previously unknown natural properties of carbon, belonging to human life forms. The old acquisition of wealth, derived from a mechanical mindset, is now well recognised as being the cause of a future unsustainable carcinogenic existence on planet Earth. Within Science-Art research, humanity has an innate non-mechanical association with Einstein’s protege, David Bohm’s holographic universe.

The first Science-Art discovery of a holographic living force occurred late in the 20th Century, and came about by reuniting science with artistic feelings. This unification led to the discovery of new physics laws governing optimum seashell growth and development through space-time. These physics laws appear to belong to the ancient mathematics governing the political ethics embedded into the ‘pursuit of happiness’ concept. The world’s largest technological institute, IEEE in Washington, reprinted this scientific breakthrough as one of the important optics discoveries of the 20th Century, placing it alongside such names as Louis Pasteur and Sir Francis Crick.

This historical event was fused into quantum biology research theory, by the recipients of the 2010 Gorgio Napolitano Medal, awarded on behalf of the Republic of Italy for their quantum biological physics and chemistry discoveries. The second discovery was that some artists throughout history had unconsciously depicted hidden stereoscopic, holographic images, in their paintings. While new technologies have developed infinite fractal logic techniques to manufacture such images, prevailing science remains completely oblivious to the fact that the human mind can create them. This is one example of the mathematician, Cantor’s observation, that the mindset of modern science is inhabited by an unnatural fear of infinity, denying Newton’s first principles of creative gravitational force by substituting the foolish falling apple myth in its place.

In order to provide a brief outline of this interesting, but very controversial story, a historical explanation appears to be warranted. Pythagoras’ research was a precursor to the Platonic tradition of ancient Greek mathematical culture. That tradition fused further ethical concepts into Egyptian ethical atomic mathematics, in order to invent ethical science during the 3rd Century BC. The Egyptian mathematics was about the purpose of sacred geometry within invisible atoms, to make tiny seeds from which forms of life throughout the universe emerged. During the Egyptian Second Kingdom, their sacred geometrical logic, concerning justice, compassion and mercy, had been fused into political law, and later copied by other civilisations, to legalise the construction of hospitals and policies of caring for the aged.

The founding fathers of the flawed American Democratic system of politics attempted to establish a greater ethical, scientific, political system from ancient Greek science. However, the Christian Church, during the 4th Century AD, had declared the pagan mathematics to be the work of the Devil. Saint Augustine had incorrectly translated the property of unformed chaos within the atom, as being the evil of female sexuality. He associated the mathematics with the mechanistic worship of Ishtar, the Babylonian Goddess of prostitution and war. However, this was not the mathematics that the Great Library of Alexandria was developing at the time. Nonetheless its Science-Art scrolls were destroyed by rioting Christian fanatics.

The linking of the Egyptian pursuit of happiness concept to quantum biological cancer research, during the 21st Century, was clearly predicted by the mathematician, Georg Cantor. Born in 1845, Cantor developed his infinite mathematical theories from the ancient Greek ethical science, derived from earlier Egyptian atomic mathematics. His work is now basic to modern scientific science. However, Cantor’s ability to intuit the future discovery of Mandelbrot’s infinite fractal logic, embraced ideas that prevailing Christian oriented science, finds completely incomprehensible.

Cantor knew that Aristotle was a central figure in the Platonic tradition of philosophy and investigated the mathematical theory upholding his research into the pursuit of happiness concept. Aristotle had linked the pursuit of happiness to a future science, to guide ennobling government for the health of the universe. This idea was obviously about a future medical science, using sacred geometrical logical ideas, beyond the limitations of our prevailing science, which considers that the only universal energy in existence flows from hot to cold. Cantor saw that the living process extended to infinity, in contradiction to this universal heat death concept, which condemns all life to eventual extinction. This universal heat death sentence became scientifically irrevocable after Charles Darwin used it as the basis of his evolutionary theory. Later, Einstein declared that this entropic law governed all aspects of science, including political, economic and medical.

When the framers of the American Constitution tried to bring Aristotle’s political vision into reality they defined the ethical idea of liberty incorrectly. Liberty embracing the pursuit of happiness within a medical science for universal health was assumed to obey Sir Isaac Newton’s emotionless laws governing the workings of his mechanical universe. The Founding Fathers, unaware of Newton’s more natural, profound theory of gravitation, erroneously based the concept of liberty only upon his mechanical description of the universe. Newton published his little known theory at the risk of being burnt alive by order of the Church. He insisted that gravitational force was a non-mechanical spiritual force evolving emotional consciousness within an infinite universe. As a result of publishing that opinion he was held by the Church to be criminally insane, and suffered a mental breakdown for which he was hospitalised.

Newton was most likely aware that his contemporary, the philosopher of science, Giordano Bruno, had been imprisoned by the Church in Rome, tortured, then burnt alive for teaching about the ethical Greek science at Oxford University. Newton’s published heretical gravitational theory was featured in his 28th Query Discussions in the second edition of his famous journal, Opticks, as anyone can easily verify. Also, his unpublished Heresy Papers and copies of his private letters, written during the height of his genius, demonstrate that Newton was not insane when he published his spiritual theory of gravity. Newton most certainly did not believe that reality was governed by the functioning of a clockwork universe, as modern quantum mechanics science had incorrectly assumed.

The Romantic era, from about 1800 to 1850, consisted of an artistic, literary and philosophical movement, which erroneously condemned Newton for promoting lifeless theories of science. The movement was ignorant that his first physics principles actually associated gravity with the living process, derived from ancient Greek Platonic science. William Blake, the poet and artist, along with other principle figures of the Romantic era, held Newton in contempt. They had not realised that Immanuel Kant, 1724-1804, one of the most influential philosophers of science in the history of Western philosophy, had given electromagnetic properties to Newton’s concept of emotional gravitational force. They were also unaware of the scientific insights of the poet, Alexander Pope, who had been greatly praised by Kant for his knowledge of ancient Greek philosophy.

Alexander Pope is considered one of the greatest English poets of the eighteenth century. His famous ‘Essay on Man’ consisted of four parts. The first Epistle, was about man’s place in the universe; Epistle II, was concerned with the individual person; Epistle III related to man within human society governed by political structures; and Epistle IV with the political ideal of the pursuit of happiness.

Alexander Pope’s concept of an ethical infinite universal purpose can be seen to be compatible to Newton’s theory of gravitational force, evolving ethical emotional consciousness within an infinite universe. Einstein modified Newton’s theory of light and later altered it to give more credence to Newton’s original concept. Some scholars have considered that Alexander Pope’s linking of Newton’s theory of light to an infinite ethical purpose, from the perspective of Kantian pure logic, explains why Immanuel Kant considered Alexander Pope to be a great genius. Pope’s ideas were well known to the leaders of the electromagnetic Golden Age of Danish Science.

In 2002, Harvard University and Massachusetts University held an international symposium to tell the world of the social importance of the message of the electromagnetic Danish Golden Age of Science. They noted that its crucial message had been written mostly in Danish and not translated, making it invisible to English speaking scholarship. However, Immanuel Kant, a leading personality of that Golden Age, had written that the English poet, Alexander Pope, had given the ancient Greek theories an artistic expression. The discoverer of the electromagnetic field, Hans Christian Oersted and his colleague, Friedrich Schelling, were also principle figures of the Golden Age. Their own Science-Art theories gave credence to Newton’s first principles, necessary for the healthy and ethical evolution of humanity. Their theories have been associated with Alexander Pope’s development of a similar concept.

Georg Cantor’s mathematical logic condemned the idea that all life in the universe must be destroyed after its heat had radiated away into cold space. This universal heat death law simply contradicted his discovery of mathematical infinity, which he had linked to the evolution of life. His work, attacked by many of the world’s leading mathematicians, led to his conclusion that the scientific mind was inhabited by a primitive, myopic fear of infinity. The solution to this emotionally traumatic, carcinogenic situation can be easily obtained in the light of advanced quantum biology cancer research. But it requires a more profound understanding about Aristotle’s concept of a medical science needed to guide ennobling government.

A first step is to produce evidence that this illogical scientific fear of infinity does exist. Modern science knows very well that an infinite fractal logic exists, but it is unable to allow for fractals to be part of the living process as it is obsessed with its falsely assumed thermodynamic extinction. This is completely illogical because the functioning of the molecule of emotion has been identified, beyond doubt, as obeying infinite fractal logic.

A second step is to refer to Sir Isaac Newton’s firm conviction that the universe is infinite. His first principles of gravitational force were not mechanical but belonged to the ancient Geek emotional atomistic science, as mentioned above. Whether or not this was a criminally insane reasoning, as claimed by the Church, is of no importance. Isaac Newton most certainly did not advocate a mechanical clockwork-like universe. Therefore, Einstein’s stating that the mechanical heat death law was the premier law of all the sciences, in particular political, economic and medical economic sciences, were based upon false assumptions. Isaac Newton wrote that such a pretentious scientific first principle logic would contaminate scientific philosophy, just as the mathematician, Cantor, discovered when he researched the origins of the concept of the pursuit of happiness.

In advanced quantum biology cancer research Einstein’s energies of mechanical quantum chaos are entangled with another universal energy, known as Shannon-Weiner information energy, which does not flow from hot to cold. The 1937 Nobel Laureate, Szent-Gyorgyi, noted that failure to visualise that consciousness evolved through such an energy entanglement depicted a primitive mindset associated with cancerous growth and development.

The book ‘Phantoms in the Brain’, written by V.S Ramachandran M.D., Ph.D., and Sandra Blakeslee, about how the brain works, was very highly acclaimed by Nobel Laureate, Francis Crick Ph.D.,. Within the book, mention is made of the mental affliction known as anosognosia, about which almost nothing is known. The question is raised as to why this affliction should exist when it seems detrimental to our survival. Anosognosis can be considered to present a model of denial that the mathematician, Georg Cantor, described as existing within the scientific mind, as a blind fear of infinity.

The human survival message contained in ‘Phantoms in the Brain’ is so advanced that it can be considered to readily apply to solving the current extinction obsession inhabiting the modern scientific mind. The funding to carry out this objective will come from a new understanding of first cause cancer research principles and this will be made possible by reuniting the culture of art with the culture of science. That project has been publicly classified by leading quantum biologists in Europe as being the rebirth of the lost original Greek science – the 21st Century Renaissance.

Quantum biology cancer research not only addresses this human survival problem but can be seen to be the foundation upon which an omni human survival technology can be constructed. This technology was clearly alluded to by the champion of American liberty, Ralph Waldo Emerson, during Georg Cantor’s lifetime. Emerson echoed Cantor’s concern that an association of infinite mathematical logic with human evolution was not tolerated within the American scientific mind. His logic argued that infinite Sanskrit mathematics, leading to a truly democratic technological culture, had been forbidden, because industrial mechanical greed had enslaved the minds of the American people to deny its very existence. He blamed this phenomenon upon America having inherited a false mechanical, mathematical worldview from ancient Babylonian culture.

The 1957 the New York University of Science Library published a book entitled ‘Babylonian Myth and Modern Science’ which stated that Einstein had developed his theory of relativity from the intuitive mythological mathematics of ancient Babylon. Unintentionally, Einstein’s great genius was only about the mechanical functioning of the universe, which can now be successfully modified through its entanglement with the information energies of quantum biology. Reference to ancient Mesopotamian cultures leads to a storybook tale of how and why the mental disease of anosognosis led to modern science worshipping the concept of human extinction. The worship of Einstein’s heat death law, sentencing humanity to extinction, was the one that the mathematician, Lord Bertrand Russell, advocated in his most famous essay, ‘A Freeman’s Worship’. Both Russell and Einstein were awarded Nobel Prizes for their mechanistic, entropic worldview theories.

The Pyramid Texts discovered by Gaston Maspero in 1881 were about the advanced sacred geometrical purpose within invisible atoms, depicted by the Egyptian god Atum. The god declared, from the dark abyss of initial chaos ‘Let there be light’, centuries before the Hebrew and Christian religions came into being. Atum decreed that all created life would eventually return back into the original state of chaos, which modern science now accepts as being inevitable.

During the reign of Pharaoh Akhenaten the various Egyptian gods were dismissed and the worship of one god, the sun god, Ra, was established. That period was short-lived and Akhenaten’s city, built to honour Ra, quickly fell into ruin. During the reign of Ramses the Great, the Egyptian religion governing political law followed the teachings of the Goddess, Maat, in which humans could become immortal within an infinite universe. The geometrical logic of the infinite Egyptian mathematics was further developed by Greek scholars, such as Thales during the 6th Century BC and Pythagoras in the 5th Century BC. The Platonic tradition of Greek philosophy used the ethical atomic mathematics to invent ethical science in the 3rd Century BC. The Greeks defined gravity as an emotional whirling force acting upon primitive particles in space, to make the worlds spin and generate harmonic knowledge to guide the evolution of ethical, emotional thought.

In 2008, The Times Literary Supplement included ‘The Two Cultures and the Scientific Revolution’ by C P Snow in its list of the 100 books that most influenced Western public discourse since the Second World War. It is crucial that we now heed the warning by the molecular biologist, Sir C P Snow, during his 1959 Reid Lecture at Cambridge University, that unless science and art are again reunited, despite modern science’s primitive belief in the universal heat death extinction law, then civilisation will be destroyed.

Three Disadvantages of Traditional Classroom Learning

In a traditional classroom setting, students are made to sit passively while the teacher delivers a lecture. There are reasons as to why many teachers seem dissatisfied with this practice. For now, I shall limit myself to only three:

a. Students’ focus is set in the wrong direction; in taking notes rather than understanding and absorbing new concepts.

Result:

• students’ inability to grasp key ideas and concepts,

• Failed lesson objective.

b. Too much focus on presentation, little time left for practice: Since a teacher has to deliver a fixed number of concepts within a limited time, most classroom activities are sufficed to the presentation stage only. Practice is left for the student to do as homework.

Result:

• This strategy does not allow for students to experiment with new concepts. Their learning is put to a halt at a certain stage; they end up cramming concepts, and are unable to produce anything fruitful, except generic answers to exam questions.

• Furthermore, many students might get stuck while doing problem sets at home. This too thwarts their performance. If they are unable to master one concept, and have been unable to practice it effectively, we cannot possibly expect them to grasp a newer concept based on the previous one,

c. A teacher’s lecture is generally one-size-fit-all. Not every student has the same pace of learning. While some students can follow the teacher’s lecture with convenience, most of the others require time to chow on the information that they are getting. Also, each student has a different learning style. You can’t expect a kinesthetic learner to master a concept by just listening to a lecture. If a visual learner gets worse grades than an auditory learner, it doesn’t mean that the former is slow or dull; it might simply mean that the classroom strategies were designed for the auditory learner only.

Result:

• This results in the students’ inability to keep pace with the teachers’. The world stereotypes them as ‘slow learners’.

• Poor grades and lagging in classroom performance is a major contributor to a poor self-image and lack of confidence. In fact, the failure of many students to achieve what they are capable of achieving can be attributed to the above factors.

• This not only mars potential talent, it also causes distress to a lot many dedicated and hardworking teachers.

The traditional public school system and classroom practices are far from perfect. The responsibility befalls the shoulders of us educationists that we review the factors which make the present school system ineffective. Only then would we be able to rectify these problem areas in order to create classrooms that deliver. In the coming days, I shall be posting more on these issues, and offering practical solutions to them.