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.

Immortalizing Values Through Education for Sustainable Development

Education is the primary agent of transformation towards sustainable development, increasing people’s capacities to transform their visions for society into reality. Education not only provides scientific and technical skills, it also provides the motivation, and social support for pursuing and applying them. For this reason, society must be deeply concerned that much of current education falls far short of what is required. When we say this, it reflects the very necessities across the cultures that allow everyone become responsible towards quality enhancement.

Improving the quality and revelation of education and reorienting its goals to recognize the importance of sustainable development must be among society’s highest priorities. It is not that we talk only about environment but also about every component of life.

We therefore need to clarify the concept of education for sustainable development. It was a major challenge for educators during the last decade. The meanings of sustainable development in educational set ups, the appropriate balance of peace, human rights, citizenship, social equity, ecological and development themes in already overloaded curricula, and ways of integrating the humanities, the social sciences and the arts into what had up-to-now been seen and practiced as a branch of science education.

Some argued that educating for sustainable development ran the risk of programming while others wondered whether asking schools to take a lead in the transition to sustainable development was asking too much of teachers.

These debates were compounded by the desire of many, predominantly environmental, NGOs to contribute to educational planning without the requisite understanding of how education systems work, how educational change and innovation takes place, and of relevant curriculum development, professional development and instructive values. Not realizing that effective educational change takes time, others were critical of governments for not acting more quickly.

Consequently, many international, regional and national initiatives have contributed to an expanded and refined understanding of the meaning of education for sustainable development. For example, Education International, the major umbrella group of teachers’ unions and associations in the world, has issued a declaration and action plan to promote sustainable development through education.

A common agenda in all of these is the need for an integrated approach through which all communities, government entities, collaborate in developing a shared understanding of and commitment to policies, strategies and programs of education for sustainable development.

Actively promoting the integration of education into sustainable development at local community

In addition, many individual governments have established committees, panels, advisory councils and curriculum development projects to discuss education for sustainable development, develop policy and appropriate support structures, programs and resources, and fund local initiatives.

Indeed, the roots of education for sustainable development are firmly planted in the environmental education efforts of such groups. Along with global education, development education, peace education, citizenship education, human rights education, and multicultural and anti-racist education that have all been significant, environmental education has been particularly significant. In its brief thirty-year history, contemporary environmental education has steadily striven towards goals and outcomes similar and comparable to those inherent in the concept of sustainability.

A New Vision for Education

These many initiatives illustrate that the international community now strongly believes that we need to foster – through education – the values, behavior and lifestyles required for a sustainable future. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long-term future of the economy, ecology and social well-being of all communities. Building the capacity for such futures-oriented thinking is a key task of education.

This represents a new vision of education, a vision that helps learners better understand the world in which they live, addressing the complexity and inter-contentedness of problems such as poverty, wasteful consumption, environmental degradation, urban decay, population growth, gender inequality, health, conflict and the violation of human rights that threaten our future. This vision of education emphasizes a holistic, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future as well as changes in values, behavior, and lifestyles. This requires us to reorient education systems, policies and practices in order to empower everyone, young and old, to make decisions and act in culturally appropriate and locally relevant ways to redress the problems that threaten our common future. We therefore need to think globally and act locally. In this way, people of all ages can become empowered to develop and evaluate alternative visions of a sustainable future and to fulfill these visions through working creatively with others.

Seeking sustainable development through education requires educators to:

• Place an ethic for living sustainable, based upon principles of social justice, democracy, peace and ecological integrity, at the center of society’s concerns.

• Encourage a meeting of disciplines, a linking of knowledge and of expertise, to create understandings that are more integrated and contextualized.

• Encourage lifelong learning, starting at the beginning of life and stuck in life – one based on a passion for a radical transformation of the moral character of society.

• Develop to the maximum the potential of all human beings throughout their lives so that they can achieve self-fulfillment and full self-expression with the collective achievement of a viable future.

• Value aesthetics, the creative use of the imagination, an openness to risk and flexibility, and a willingness to explore new options.

• Encourage new alliances between the State and civil society in promoting citizens’ liberation and the practice of democratic principles.

• Mobilize society in an intensive effort so as to eliminate poverty and all forms of violence and injustice.

• Encourage a commitment to the values for peace in such a way as to promote the creation of new lifestyles and living patterns

• Identify and pursue new human projects in the context of local sustainability within an earthly realization and a personal and communal awareness of global responsibility.

• Create realistic hope in which the possibility of change and the real desire for change are accompanied by a rigorous, active participation in change, at the appropriate time, in favor of a sustainable future for all.

These responsibilities emphasize the key role of educators as ambassador of change. There are over 60 million teachers in the world – and each one is a key ambassador for bringing about the changes in lifestyles and systems that we need. But, education is not confined to the classrooms of formal education. As an approach to social learning, education for sustainable development also encompasses the wide range of learning activities in basic and post-basic education, technical and vocational training and tertiary education, and both non-formal and informal learning by both young people and adults within their families and workplaces and in the wider community. This means that all of us have important roles to play as both ‘learners’ and ‘teachers’ in advancing sustainable development.

Key Lessons

Deciding how education should contribute to sustainable development is a major task. In coming to decisions about what approaches to education will be locally relevant and culturally appropriate, countries, educational institutions and their communities may take heed of the following key lessons learnt from discussion and debate about education and sustainable development over the past decade.

• Education for sustainable development must explore the economic, political and social implications of sustainability by encouraging learners to reflect critically on their own areas of the world, to identify non-viable elements in their own lives and to explore the tensions among conflicting aims. Development strategies suited to the particular circumstances of various cultures in the pursuit of shared development goals will be crucial. Educational approaches must take into account the experiences of indigenous cultures and minorities, acknowledging and facilitating their original and significant contributions to the process of sustainable development.

• The movement towards sustainable development depends more on the development of our moral sensitivities than on the growth of our scientific understanding – important as that is. Education for sustainable development cannot be concerned only with disciplines that improve our understanding of nature, despite their undoubted value. Success in the struggle for sustainable development requires an approach to education that strengthens our engagement in support of other values – especially justice and fairness – and the awareness that we share a common destiny with others.

• Ethical values are the principal factor in social consistency and at the same time, the most effective agent of change and transformation. Ultimately, sustainability will depend on changes in behavior and lifestyles, changes which will need to be motivated by a shift in values and rooted in the cultural and moral precepts upon which behavior is based. Without change of this kind, even the most enlightened legislation, the cleanest technology, the most sophisticated research will not succeed in steering society towards the long-term goal of sustainability.

• Changes in lifestyle will need to be accompanied by the development of an ethical awareness, whereby the inhabitants of rich countries discover within their cultures the source of a new and active solidarity, which will make possible to eradicate the widespread poverty that now besets 80% of the world’s population as well as the environmental degradation and other problems linked to it.

• Ethical values are shaped through education, in the broadest sense of the term. Education is also essential in enabling people to use their ethical values to make informed and ethical choices. Fundamental social changes, such as those required to move towards sustainability, come about either because people sense an ethical imperative to change or because leaders have the political will to lead in that direction and sense that the people will follow them.

How to Increase Education Percentage in India

India is a country which has though adopted the Right to Education Act and has made a mention of this right in Article 21A of the Indian Constitution; even then India has strived to achieve a literacy rate of only 74-75 percent. This figure may seem huge, but the simple criteria to certify a person as literate along with the advancing world is referred; the figure seems to be a small one only.

To determine the literacy rate along with the percent of educated people we need to discuss upon various heads of education in India. Here we will discuss some topics to increase Education Percentage in India.

Primary Education

The opening up of the Anganwadi centers and the Indian government schools at each and every city and village has brought most of the children to school. Moreover, the appropriate governments also provide the students with various perks like free education, meals, books and uniform. This is the level of education where most of the students are enrolled and it is going up.

Secondary Education

This is the level where the drop out from school begins. The reason being, the poor conditions of the family. Not in all States, the education till the secondary level is free. The poor send their sons to work and get their daughters married after they complete their primary education. Scholarship schemes can help benefit this level of education.

Higher Education

This is the level of education where most of the students tend not to opt for. The reason being the high fees. It is very much evident that top class government colleges like IIT, NLU, AIIMS, IIM, NIFT are all high prices and private institutions charge double and more. Due to this reason, most the population which is either poor, or constitutes of the lower middle class doesn’t send their children for higher education. They prefer sending their children for jobs. The Central and the State universities charge less but still the poor household cannot afford the same. In this regard, the various scholarship schemes have played a very important role and so has reservation.

Adult Education

This is one of the trends mostly observed in the rural areas. The reason being, the population is unaware of the perks of being literate. In rural areas, night schools are operated by NGOs where the farmers who are not literate and also, the population who is senior is change are taught free of cost. This type of schooling is becoming popular and is bearing fruitful results.

Gender Literacy

The gender literacy is a big issue for the country to tackle. If we rely on the stats, then we can see that 82 percent of the males are literate as compared to 65 percent of females. A huge gap of 17 percent still lies. Though the 2011 census figures are better than the previous ones. It is only due to the different schemes introduced by the various State Governments with the support of the Central government. Schemes like Cycle Yojana, Uniform, Free meals and most importantly, free education have attracted most of the female students in the nation to schools. The poor parents are now sending their daughters to school.

Education is very much important to survive in the globalized world of today. It is most of the times seen that the poor people are the ones who remain literate and so do their children. This is one of the reasons due to which they are victimized. But, the efforts of the governments at the different levels have helped increase the literacy rate in the recent years and are continuing to do the same.

3D Printing: The Near Future & Market Opportunities Explored

The 3D printing process was invented by Chuck Hill in 1983, named, as ‘stereolithography’ as a technique for constructing solid entities by sequentially printing thin films of ultraviolet material over one another. This technique laid the foundation of present scenario of 3D printing. The modern definition of 3D printing can be defined as an additive engineering process to generate a physical entity from a digital source or design. Today, there are various 3D technologies and material available in the market, but all follow the same standardised procedure: a solid material from a digital design by adding consecutive layers. A typical 3D printing initiated with a forming of digitalized design file of a physical entity. The next step varies with technology and material used, commencing from system printers to melt the material and place it down onto printing platform. The time is highly dependent on the printing size, and often post-processing events. The common printing techniques include fused deposition modelling, stereolithography, digital light processing, selective laser sintering, polyjet and multijet modelling, binder jetting, and metal printing (selective laser melting and electron beam melting). The materials for printing varies by printing options, ranging from rubber, plastics (polyamide, ABS, PLA, and LayWood), ceramics, biomaterials, sandstone, metals and alloys (titanium, aluminium, steel, cobalt-chrome and nickel).

The 3D printer is advantageous as they offer construction of complex designs which cannot be produced by traditional methods, customization of products with no supplementary detailing or tooling, and no additional pricing, and creating a hope for entrepreneurs or designers in cost effective production for market testing or other needs. In addition, the traditional methods for manufacturing an entity generate a huge amount of waste of raw materials, for instance, bracket manufacturing lavish nearly 90% of the raw material. On the other hand, 3D printing manufacturing process involve minimal wastage of material and can be recycled in the next cycle.

However, the concept of 3D modelling often associated with drawbacks such as high cost of large production, restricted strength and durability, and lower quality resolution. Moreover, there are more than 500 3D printing materials available in the market, most are made from plastics and metals. However, owing to rapid technological advancement, the number of materials is increasing briskly comprising wood, composites, meat, chocolates, and so on.

As exemplified by public sources, by 2027, one tenth of world’s production will be 3D printed. Consequently, the cost of printers will drop from $18,000 USD to $400 USD in upcoming 10 years. Therefore, various companies have started their 3D printed production such as dominating shoe companies as well as in aircraft constructions. Evolving technology will create a scenario where smartphones were fortified with scanner allowing to build anything at home, for instance, China has created a complete 6-story building by using 3D printing technology.

The 3D printing has diverse applications in the fields of medical, manufacturing, sociocultural, and industrial. Based on manufacturing applications, the field is divided into agile tooling, food, research, prototyping, cloud-based additives, and mass customization. Based on medical application, the field is distributed into bio-printing devices and medicines. For instance, in August 2015, 3D printed surgical bolt device, named, ‘FastForward Bone Tether Plate’ was approved by Food and Drug Administration (FDA) for the treatment of bunion. In addition, in May 2017, the researcher of Max Plank Institute for Intelligent Systems, Germany developed a micro-machine, named, microswimmers, by using 3D printer technology of Nanoscribe GmBH, for precisely delivering drugs to the site of infection and can be controlled inside the body. Various industries have adopted 3D printing technology for manufacturing their products. For instance, Airbus SAS, France declared that its product, Airbus A350 XWB contains more than 100 3D printed components. The astronautical industries have developed a 3D printer through the collaboration of NASA Marshall Space Flight Center (MSFC) and Made In Space, Inc. for printing in zero gravity.

It’s Market

The Global 3D Printing Market is projected to reach by 2022 is USD X.X, from X.X in 2015 at a CAGR of X.X% from 2016 to 2022 as per the latest updated report available at DecisionDatabases.com. The market is segmented on basis of printer type, material type, material form, software, service, technology, process, vertical, application, and geography.

Based on printer type, the market is segmented on the basis of desktop 3D printers and industrial printers. Based on the material type, the market is segmented as plastics, metals, ceramics, and other (wax, laywood, paper, biomaterials). Based on material form, the market is segmented on the basis of filament, powder, and liquid. Based on software the market is segmented on the basis of design software, inspection software, printer software, and scanning software. Based on technology the market is segmented on the basis of stereolithography, fused deposition modelling, selective laser sintering, direct metal laser sintering, polyjet printing, inkjet printing, electron beam melting, laser metal deposition, digital light processing, and laminated object manufacturing. Based on the process the market is segmented on the basis of binder jetting, direct energy deposition, material extrusion, material jetting, powder bed fusion, vat photopolymerization, and sheet lamination. Based on vertical the market is segmented on the basis of automotive, healthcare, architecture & construction, consumer products, education, industrial, energy, printed electronics, jewellery, food & culinary, aerospace & defence, and others. Based on the application the market is segmented on the basis of prototyping, tooling, and functional parts.

By geography, the market is segmented on the basis of North America, Latin America, Europe, Asia-Pacific, and Middle-East and Africa

The factors such as high investments in Research and development (R&D), low wastage of raw material, and ease of constructing tailored products propel the growth of the market. However, the factor such as restricted availability of printer, high pricing of materials, and the dearth of skilled professionals impede the market growth.

The Universal Spirit Told How the Future Would Prove Its Existence to The World

The human brain is a hard place to enter when its doors are locked shut against new ideas and concepts. Over the millions of years of development and evolution it has picked up things to fill its channels to capacity. Unless there is a cleansing of the rubbish blocking the pathways to new possibilities even God can’t make an impression. That is why the world is in crisis and we are the end of the day.

Like a newborn child it has to be fed information to allow the brain to grow and the different channels to open. There is a short window of opportunity for this to happen, and that’s why parents are the primary teachers. Their habits, traditions, and ways are studied and the child develops the same.

When humans evolved they already had their channels opened to some extent. The parents were the pre-humans who had speech, traditions, and so on. This is known from my research and the depositions in the earth to show it.

Their knowledge and customs had to do with the sun and worship of it. They considered it the Chief God of the earth and they called it ‘mother’. That is why we still refer to ‘mother nature’ and such. By the time of the Persian Empire men developed a dream by which they could become gods by mating with it, or ‘her’.

That idea became so impacted that it is the glue that stops new ideas about the Spirit from being received. How do I know this and why is it so?

In answer to the first part of the question my memory of reincarnation and strong link to the Spirit provided knowledge that heaven and hell are myths and that religions teach lies. We have all reincarnated six times, as noted in Job 5:19-21 and God states here

“All tables are full of vomit and filthiness, so that there is no place clean” Isaiah 28:6

It also made the promise that it will speak to its people with tongues (ibid 18:11), and that’s how it communicates now. It is calling those who are spiritual away from religions. It was promised that this will happen in the last days, a time we are now in.

This presents the first hurdle for those with closed minds to get their heads around. How can God speak to anyone and why would a woman be chosen to do this work? I asked the same question and was told to get the bible. It opened where this passage stood out:

“For God has created a new thing in the earth, A woman shall compass a man” Jeremiah 31:22

These represent the future concepts that God wants known. The man is 666 and his name is Constantine. He established the Catholic Church in 325 AD and was given until now to take all things of the truth from the world. This was God’s way of closing everyone’s eyes and ears so that now it can come out.

When people face their death and the horrors of what is now to come they will quickly clean their minds of the rubbish they are impacted with. The Spirit is back and now anyone with a clean mind can and will be part of the new order. This was the future concept to show man how the darkness and evil was meant to bring the world to its knees. It also foretold that the light of the New Order will soon impact on the world to cleanse it.

Life Science Versus the Big Bang

Isaac Newton’s infinite universal first principle theories of gravity were derived from ancient Greek science. Today these principles can demonstrate that Einstein’s quantum mechanical worldview had been based upon the false assumption that Newton believed that the mass of objects in space was the first cause of gravity. Einstein’s quantum mechanics led to the Big-Bang theory of the universe expanding from nothing, which appears to be quite absurd. In 1952 the Nobel Laureate scientist, Erwin Schrodinger, referred to a multiverse that to his audience might have sounded like a lunatic idea, but nonetheless his prize-winning mathematics argued otherwise. The existence of multiple parallel universes is now at the centre of great controversy. The 2007 Nobel Laureate, Steven Weinberg, pointed out that if they did exist then the Big Bang theory was doomed.

A multiverse universe is considered to be able to communicate information electromagnetically to our universe’s outer membrane. The ancient Greek scientific explanation of gravity, that Newton referred to in his 28th Query Discussions, began when a father of science, the philosopher Thales, associated the nature of gravity with a sexual demiurge to cast seed into the cosmic egg. We can now play around with the concept that once the ‘seed’ penetrates the universal membrane, it begins the growth of its baby at the speed of the Big Bang. Furthermore, the Greek science about this process was considered ethical if it was about giving birth to a healthy, compassionate offspring.

That ethical purpose was held to be accomplished by nurturing and harmonic female information, resonating from planetary movement being echoed by all living atoms in the universe. This process was referred to by the ancient Greek Science for ethical ends as Wisdom Through Beauty associated with the Music of the Spheres.

Einstein’s mechanistic world-view held that the universe would eventually be destroyed according to his understanding of the universal laws of thermodynamics and entropy. However, Newton’s first principle logic was about the living process within an infinite universe. We can use such first principle logic to reason about the existence of ethical emotional thought. For example, infinite fractal mathematics is used to model biological systems.

The Electromagnetic Golden Age of Danish Science showed how this may be accomplished. Firstly, its goal was to find an ethical motor to make Faraday’s electromagnetic motor a child’s toy by comparison. In the image of the demiurge to cast seed into the cosmic egg, the human sperm propels itself toward the ovum by an electromagnetic motor driving its tail. Upon entering the ovum the electromagnetic liquid crystal structure of the ovum’s membrane transforms the sperm’s motor into a centriole. This centriole then electromagnetically charges the first bone formed in the embryo, the sphenoid bone. Attached to the sphenoid bone is the Vagus nerve, the basic building block of human compassion. Hence, we are able to update the ancient 3rd Century BC Greek Science for ethical ends.

Scientists have deduced that the nature of the communication between our universal membrane and a parallel universe is spoken in a mirror-image electromagnetic language. The philosopher of science, Immanuel Kant, in his distinction between artistic aesthetics and ethical artistic wisdom, along with his contemporary, Emmanuel Levinas, argued that artistic evolutionary wisdom is a spiritual inner creative vision induced by an ethical mirror-image electromagnetic field. The electromagnetic geometrical shape taken by the cell at the point of cell division employs electromagnetic mirror-image field properties. These properties prevent the present dysfunctional information belonging to our thermodynamic world-view from being transmitted to the replica cell. This dysfunctional information now belonging to the epidemic transmitted by the mass production of information and communication devices that is now causing incredible social damage can be considered a form of cancer. The antidote lies in a completely new world-view beyond the limitation of the Big Bang theory.

Art, in particular stereoscopic art, plays an important role to help in realising Kant’s electromagnetic universal purpose. The artist, Salvador Dali, experimented with stereoscopic art in order to explain the existence of a more profound future scientific culture. By viewing many paintings of the 21st Century through asymmetrical electromagnetic stereoscopic glasses, Salvador Dali’s message about a future Science-Art culture becomes immediately visible. New Science-Art technologies have made this possible. From such information an antidote to the present dysfunctional stereoscopic epidemic, transmitted by the mass manufacture of information and communication devices becomes feasible.

By programming a computer with the ancient Greek spiritual wisdom, previously forbidden because it did not conform to present science’s demand for our extinction, we can gain freedom from the dictates of the universal thermodynamic heat death law and quickly generate a rigorous human survival blueprint simulation.

Do Buildings Have Souls?

Do buildings have souls? I teach in a school with nearly a thousand students. We recently moved into a brand new building. I talked with an architecture professor who served as an advisor for the planning of our new campus. He introduced me to the idea that buildings have souls. According to our consultant an architectural concept for any building whether it is a school, office or home should really be a metaphor or image for the dreams and values of the people who will use that building. Articulating and defining the soul of a building is a process that needs to include as many of the people who will inhabit the finished structure as possible.

At our school we went about defining it’s soul in a unique way. First we held a contest where anyone connected with our school could submit a drawing, a story, a sculpture, or a movie about what they thought constituted the ‘soul’ of our school. One student made a 3D model of children playing soccer. A parent submitted a series of pillars each featuring a ‘hero’ from one of eight areas of knowledge. Galileo, for example, represented science. A teacher wrote a story about how a young woman with autism had been accepted and loved at our school. A senior about to graduate wrote an article about why our sports team name “The Warriors” represented the ‘can do’ and ‘never say die’ spirit of our students. All of the submissions became part of a brochure to advertise a design imagery competition for architects. They were invited to create a concept design for the ‘look’ of our school based on the ‘soul’ visions provided by our school community.

The entries in this competition were diverse and exciting. One architect had designed what looked like a multi-level tree house. Another had created a kind of butterfly layout to show how our school desired to transform children’s lives. Another had come up with a plan that resembled an eagle’s nest since our school was to be a place where children could learn safely till they were ready to fly out on their own. One design was in the shape of a Noah’s Ark. The winning entry resembled God’s outstretched open hands. Since our school is a religious institution the architect had made the elementary and high school wings of our school each represent one of God’s hands with a huge courtyard in their open palms where members of the community could meet. If you walk into our school today that is exactly the design you will see.

I asked our consulting architect, how we could know for certain that a building accurately reflected the ‘soul’ of the community it housed. He told me the ‘soul’ of building could not be measured in any way. It was something that could be discerned only with the heart.