part4--rtgreenes book of 50pg excerpts of his 24 books--4th 5 bks--educatedness

8/17/2019 Part4--RTGreenes BOOK of 50pg Excerpts of His 24 Books--4th 5 Bks--educatedness

1/339

BOOK OF BOOKS by RTGreeneFirst 50 pages of 24 Books

TABLE OF CONTENTS

1. Your Door to Creativity --42 models summarized 8 in detail--PAGE 4--862. Are You Creative? 60 Models--world’s most comprehensive--PAGE 88-142 3. Are You Creative? 128 Steps--to becoming creator & creating--PAGE 143-192

4. Getting Real about Creativity in Business--measures tools--PAGE 193-245 5. Your Door to Creativity, Revised --42 general 12 deailed models--PAGE 246-3036. 72 Innovation Models--a grammar of changes that change history--PAGE 304-367 7. Creativity Leadership Tools--intructors’ manual & student text--PAGE 368-420 8. Creativity Leader --managing creativity of self & other, everywhere--PAGE 421-4689. Thinking Design--160 approaches, tools, leading design, designs that lead--PAGE 469-53810. Designs that Lead, Leaders who Design--an article collection--PAGE 539-594

11. Are You Educated?--an empirical science-based definition as 48 capabilities--PAGE 595-65712. Are You Educated, Japan, China, EU, USA--300 capabilities from 5 models--PAGE 658-728 13. Managing Self--128 Dynamics--redoing Plato, Freud, Sartre, Kegan,Zen--PAGE 728-80514. Power from Brain Training--exercises for 225 brain modules--PAGE 806-86615. Knowledge Epitome--200 new face to face tools from revising ancient media--PAGE 867-93316. Your Door to Culture Power --the shared practiced routines model--PAGE 934-98917. Culture Power --what can be done with it, models & articles--PAGE 990-1055

18. Global Quality --24 approaches, 30 shared aims, quality soft-&-hard-ware--PAGE 1056-1129

19. Are You Effective?--100 methods from the world’s top performers--PAGE 1130-1193 20. A Science of Excellence--54 routes to the top of nearly any field--PAGE 1194-124221. SuperSelling--tools, methods, cases from 150 best at ALL forms of selling--PAGE 1243-130422. Managing Complexity --3 sources, 3 paradoxes of handling them--PAGE 1305-1370 23. Taking Place--creative city theory & practice via 288 city-fications--PAGE 1371-143124. Innovations in Innovation--& in 29 other creativity sciences--PAGE 1432-1491

All page numbers are PDF not print page numbers.

FREE download of this entire book of books via either LINK below:

https://drive.google.com/open?id=0B9XSvwJ-xErSSkoyMGU0azN0eF k

https://drive.google.com/open?id=0B9XSvwJ-xErSYVZJM3lXNUgwbm8

STEP 1--use links below to download FREE 1450 page PDF file of

the first 50+ pages of EACH of Richard’s 24 books below.STEP 2--choose titles below to order, email me at address at bottom

of this page, I send PayPal fund request $20/title, you PAY withyour Paypal, instantly I send you LINK to book download = 3 min. total

[email protected]


2/339

Are You Educated? 64 Capabilities of Highly Educated Acting People in Japan and the US in the 21st Century

Page 1 Copyright 2002 by Richard Tabor Greene, All Rights Reserved, Government Registered Page 1

D

64 Capabilities of Highly Educated Acting People

MakingYourself

CreatingTruth

Befriending Limits

Managing Learning

Growing Ideas Growing Method

Extending Minds

LeveragingKnowledge Limits

Managing Excesses

Acting Indirectly

Managing Balances

SocialTransparency

Managing & Leveraging

Selection, Historic Dream, Society

Finding & Making Truth Generate, Liberty, Self

Building & Using Models Combine, Freedom, Mind

Inventing Self & OthersReplication, Conserve

Turn Action intoPerformance

Inventing Worlds

Becoming Multipliers

Relevant Focus

Leaving Home

Losingthe Excuse

ofBackground

Determining Your Self

Growing a

Personality

Reasoning with

Evidence

Demystifyingthe World

FacingOur FlightFrom theAnxietiesof Being

TakeRespon-

sibility for

of Education Faults & Risks

TakeRespon-sibility

the Limitsof Every

Institution

for

DistinguishElemental Life

Dimen- sions

Penetrate Foreign

Cultures

Finding GoodQuestions

Trans-forming

the

into theHistorical

and Vice Versa

PersonalDevelop-ing & Usinga Menu of

Frameworks

UsingAbstractions

andMetaphors

StructuralCognition

Operationson Knowledge

Procedural Literacy

ImprovingMind

ExtensionsAttributing Properly

DiscoveringSociety’s

Whistle Points

SamplingJudging

Errors

Demytho- logize

Naming

TurningInputs

into Outputs

ApplyingKnowledge

to Change You

Self Directed Learning

Take Off

Conversan- cy with all

Know- ledge

Well Paid for Ex-

ploring Life

Creating the

Courage to Investigate

Creating Interest in any Field

Creativity Dynamics of Best Perfor- mers

Found & Manage Groups without

Formal Authority

CustomerConscious-

ness

Perfor-mance

Mastery

AbsurdConcentrations

ManagingImpossibleWorkloads

Managing

Love, Power,$ & Failure

ManagingChoice

Respecting Fragility of

Others &Civilization

Being Able to Not Do

Creating NewCultures

MultiplierRecognition &

Engage- ment

Preparing Life

Stages

New

Biosense-- Emergence

versus Design

BalancingSelf, Social,Mind, and

CareerDevelopment

Teaching

You as Child& Gain You as

Adult

Balanced Living andModerate Mistakes

Diversity

Commonsense:

to Lose

. .

.

. Novelty, Career

. .

.

.

. .

.

. .

.

. .

.

..

.

. .

.

.

. .

.

. .

. .

..

. .

.

.

..

.

..

.

..

.

. .

.

.

. .

.

.

.

.

.

.

. .

.

..

.

.

.

Copyright 2005 by the author, All Rights Reserved, US Government Registered

.

Superiors

12

3

5 6

7

9 10

11

1314

15

17 18

19

21 22

23

25 26

27

2930

31

3334

35

3738

39

41 42

43

4546

47

4950

51

5354

55

5758

59

61 62

63

the apex number is the capability number (1 to 64), the larger number in each triangle is the book page for that capability in Greene, 2006)

Diversity,

PioneerHigher

Standards

Compile“Be”s to “Have”s

Ultimate

DetachmentandCom-passion

JungleToughness

The Ego Door:ProtectPeople

forTruth

ImagineUltimateInnova-tions

Discri-minate

Constraints

Switch to

Audienceof the

PimpernelStyle

Zorro Love

Orthogonal Living &

RetroCombines

DevelopPersonalConsti-tuency

Live inPluralMedia

Set UpCare

Environ-ments:

EmbraceSuffering of Continual

Self Updating

2way

GroundOwn Sanityin Love of

Others

Escape

4 8

12

16

20 24

28

32

36 40

44

48

5256

60

64

Compensatefor

Loneliness,

YourPerpetualNeed for:Praise,

& SupportAgreement,

ActContextually:

Unborn

64

C;

52 D

;

48 D C

C; + 103 B

A B

C

64 C A 21 CA ?

C & ,

D & , ,

B

A,

, D

,


3/339



Are You Educated?64 Capabilities of Highly-Educated-Acting People in Japan and USA in

the 21st Century

by Richard Tabor GreeneEmail: [email protected]

Professor of Design Creativity & Innovation, Grad School of System Design & Management, Keio University, Yokohama, Japan

Master, De Tao Masters Academy, Beijing-Shanghai http://detaoma.com/studio/home/216

CC CC C B, 8000+

41 63 ( ). 54

. 150 63 41

, .

.

Partly Edited Third Draft Edition

Copyright 2006 by Richard Tabor Greene

All rights reserved. Government Registered Copyright.

The French quotations at the end of each chapter of this book were all taken from The Anchor Book of French Quotations, compiled by Norbert Guterman, Anchor Books, New York City,1983.

Many of the quotations on pages dealing with US or Japanese culture come from Seymour Martin Lipset’s excellent book American Exceptionalism, published by W. W. Norton andCompany, New York City, 1996

Most of the other quotations come from Moore’s book on the Japanese Mind, published by Tuttle in Vermont or from Hannah Arendt’s books, listed in the annotated bibliographies atthe ends of chapters in this book. The remaining quotations come from scattered sources.


4/339



Finding and Making Truth

generate, liberty, self

Building and Using Models

combine, freedom, mind

Making Yourself

undoing unwitting contents of your self

Growing Ideas

seeing and using more world

leaving home losing the excuse

of background

determining your

self

cmpile “be”s to

“have”s

developing and

using a menu of

frameworks

transforming the

personal into the

historical and vice

versa

using abstrac-

tions and meta-

phors

orthogonal living

and retro com-

bines

Creating Truthoutgrowing goodness and liking in order to embrace realities

Growing Methodgrowing the productivity of your thinking and feeling

growing a person-

ality

reasoning with

evidence

demystifying the

world

the ego door: pro-

tect people for

truth

structural cogni-

tion

operations on

knowledge

procedural liter-

acy

live and contrib-

ute in plural

media

Befriending Limits

becoming a pioneer

Extending Minds

non-linear thoughts and acts

facing our flight

from the anxi-

eties of being

take responsibil-

ity for faults and

risks of education

take responsibil-

ity for the limits

of every institu-

tion

imagine ultimate

innovations

improving mind

extensions

attributing prop-

erly

discovering soci-

ety’s whistle

points

act contextually:

set up care envi-

ronments that are

2way

Managing Learning

achieve find discrimination of feel, thought, impact, and care

Leveraging Knowledge Limits

productivity from embracing & using limits

distinguish ele-

mental life

dimensions

penetrate foreign

cultures

finding good

questions

discriminate con-

straints

compensate for

sampling and

judging errors

demythologize naming embrace suffer-

ing of continual

self updating

64 Capabilities of HighlyEducated-Acting People

Copyright 2006 by Richard Tabor Greene, All Rights Reserved, US Government Registered;

Email: [email protected]

Managing and Leveraging Diversityselect, historic dream, society

Inventing Self and Othersreplicate, conserve novelty, career

Managing Excesses

normalizing impossibles, intensifying disciplines

Turn Action into Performance

living it all, beyond confines, traditions, boxes, blinders, biases

managing impos-

sible workloads

managing diver-

sity, loneliness,

love, power,

money and failure

managing choice switch to audi-

ence of the

unborn

conversancy with

all knowledge

well paid for

exploring life

creating the cour-

age to investigate

ground own san-

ity in love of oth-

ers

Acting Indirectly

in but not of this world

Inventing Worlds

being the happy stable directed center that others depend on

respecting the fra-

gility of othersand civilization

being able to not

do

creating new cul-

tures

ultimate detach-

ment and compas-sion

creating interest

in any field

creativity dynam-

ics of best per-formers

found and man-

age groups with-out formal

authority

develop personal

constituency

Managing Balances

influencing situations without shaping yourself to and by them

Becoming Multipliers

become a residue valued by history after you die

balancing self,

social, mind, and

career develop-

ment

teaching superiors

to lose you as

child and gain

you as adult

balanced living

and moderate

mistakes

jungle toughness turning inputs

into outputs

applying knowl-

edge to change

you

self directed

learning take off

escape your per-

petual need for

praise, agreement,

and support

Social Transparency

engaging reality’s landscapes in time and amount enough

Relevant Focusinventing & becoming your own culture superior to all cultures outside you

multiplier recog-

nition andengagement

preparing life

stages

new common-

sense: biosensereplacing mecha-nosense, emer-gence replacingdesign

use disguise:

zorro love, pimer-nel style

customer con-

sciousness

performance mas-

tery

absurd concentra-

tions

pioneer higher

standards


5/339



What is Educatedness? This Book Provides 48 Answers

The self assessment instrument that follows in the beginning of this book allows you, my readers, to quickly determine how educated you are, how educated your chil-dren are, and how educative any college or institution is of the people in it. This book is not trying to define “effectiveness”. I wrote another book for that. This book

concentrates on what makes some people impress us as “educated”. This book concentrates on what we can expect as the style, procedures, and mental and social capa-bilities of people who, while in college or while on the streets of hard knocks, become “educated”. Behaving in an “educated” manner, my research has found, is thedifference between talented, skilled, ambitious people who succeed and talented, skilled, ambitious people who fail. Educatedness is a set of subtle but determinativefactors underlying ways of acting effectively. Many, perhaps most people, attend four to seven years of college without becoming educated in most of this book’s 48ways. This book, therefore, defines a frontier for further improvement in what colleges do with their students. Corporations, tested with this book’s self assessmentinstrument, fall into two groups--those whose ways of work educate, in this book’s 48 ways, and those that do not.

If you want to know how educated you or others are, this book is for you. Hundreds of parents, students, professors, and corporation managers have already studied thisbook and, with few exceptions, each of them found their own favorite definition of “educatedness” herein; they also found dozens of definitions they had never seriouslyconsidered. These surprising other definitions allowed earlier readers of this book to grow and become more “educated” themselves. My hope is that that happens to allwho read this book carefully.

Corporation managers who have employees that are bright, talented, hard working, but that underperform somehow intimately related to “who” they are, are probablydealing with under-educated employees without realizing it. Such managers in reading the pages of this book will have “aha!” experiences again and again as subtleaspects of human character, entirely missing from company training programs, are shown to underlie the hard types to correct of underperformance at work. This bookwill help such managers to specify precisely what is missing and precisely how to obtain it for all such employees.

How I Determined What is Educated?

Fundamentally, 315 eminent people from 63 diverse strata of US society, half American, half not, were asked to nominate the most “highly educated-acting” people intheir lives. 150 such people were given interviews about educatedness. This book presents the model produced by that research. However, a lot of other factors andexperiences went into my developing interest in things like “educatedness” and ending up years later doing such a research project. Below I present the myriad, ratherscattered factors, that nudged me, a step at a time, towards that eventual research project and the model and this book that it produced.

As a manager in industry I hired graduates of the undergraduate and graduate programs of the world’s most famous colleges. Some of these hires were quite satisfac-tory from the beginning; most were not. Most of the unsatisfactory graduates lacked methods for working and thinking effectively. The organizations I chose to workat, some NGOs, some government agencies, some major corporations, some theatre production companies, all had unusually high levels of high quality training. Sev-eral of them won awards for “best in the world” or “best in their industry” training. However, even with such comprehensive and deeply articulated training in preciselythe effectiveness methods employees lacked from college experience, many of their employees underperformed. I wondered what else was missing.

For a while I studied and observed the problem. The problematic employees were applying correct effectiveness tools to correctly matched situations and executing thesteps of the method involved correctly in some sense, but it all lacked something intangible. It was the kind of person doing the applying. It was the amount of “per-son”ness doing the applying. What, I wondered, in the world made “thin” “tentative” “self-concealing” people into robust, risk tolerating, self disclosing people.Another dimension I noticed was tenacity and dog-eat-dog-ness. Some employees were using effectiveness methods well but so roughly and pushily that social nega-

tive side-effects of their good actions overwhelmed the good of their actions. Other employees used the same methods with social and psychic finesse--precisely insert-ing a step into the ongoing flow of worklife without disturbing others and with preparatory work to let others know what was coming. As I accumulated theseobservations over my years of managing I gradually came up with a word for what some “effective” employees had and what others lacked-- educatedness. In my minda clear distinction was forming between educatedness and effectiveness. Some employees applied effectiveness methods in an educated person manner while othersacted barbarianly, brazenly, tentatively, brashly, or with counter-productive side-effects, that nearly always overwhelmed any good effects of the effectiveness approachof the moment. Having identified the general category of what was missing, my next task was to systematically research educatedness in all its guises, finding otherpeople with experiences similar to mine who could help me flesh out its dimensions. Effectiveness also needed more systematic treatment and research I felt.

First, I realized I had long ago experienced certain people in my life as being “educated” in style, action, and behavior. I wondered what differentiated “educated”behavior from “effective” or “leaderly” behavior. I got into the habit of asking nearly everyone I met what they thought “educated” people are like. I also quite fre-quently asked them who was the most educated behaving person they had ever met and what made them think of them as behaving in the most educated manner. Thiswas distinguished from “most educated” as having the most degrees from institutions. That did not interest me much; I was after educated living, not degrees.

Second, in the 1980s I built expert systems, carefully interviewing and protocol analyzing numerous experts in over twenty different domains. I made a point of askingthe above questions on educatedness of these experts. Over time patterns in their answers appeared. A fortunate part of this work was a stint in Paris, protocol analyz-ing French and Dutch experts and a stint in Singapore protocol analyzing Chinese, Taiwanese, and Russian experts.

Third, while studying for various graduate degrees at the University of Michigan, I got involved in a research project comparing novices with expert high performers in

a number of fields. In fields as different as classical piano performing and biotechnology research similar differences appeared. Where I could, I asked research sub- jects, in what sense their high performance might derive from differences of educatedness. I then asked what differences, other than in educatedness, were alsoinvolved in differentiating them from novices in their field.

Fourth, early on while teaching at the University of Chicago Graduate School of Business, I phone interviewed the executive education directors of the largest fifty ofthe Fortune International companies. I inserted questions about educatedness into these interviews. In particular, I asked them what people that they dealt with were themost educated in demeanor and action. I asked them what differentiated highly educated people from highly effective people. I asked them how “educated” the new

What is an Educated Person?

“But one can quite easily teach without educating, and one can go on learning

to the end of one’s days without for that reason becoming educated.”--Hannah Arendt, 1954

“Education is not just a matter of acquiring information, but the effect ofacquiring the information is to change pretty much every aspect of your life,

in ways that are typically not represented in the information you acquire.”--John Searle, 2000

“Human history becomes more and more a race between education and catastrophe.”--H. G. Wells, 1920


6/339



hire managers they received from university graduate schools were. I got the idea that systematic research on educatedness, effectiveness, creativity and like fieldsmight just be do-able from my University of Chicago faculty position.

Fifth, I finally, one day, after looking over all the above data from others, hit the books, looking up fifty or so books on what being educated is, from Plato and AlfredNorth Whitehead and other figures in Western intellectual history, to leading philosophers and leaders of Eastern cultures, to local geniuses in a dozen scattered cultures,to cognitive psychologists and organization psychologists who study differences of performance in workplaces. My first summaries and models were disappointinglycomplicated and incoherent. It took me quite a few years to boil things down without boiling away the interesting and unique contents of particular items and answers.Eventually I gave up doing this “boiling down” myself, and designed a formal research project that would get appropriate “experts” in educatedness and similar infor-mal human capabilities to do that “boiling down” for me. The model of 48 dimensions of educatedness produced by that research (see the Orthogonal Disciplines Bookchapter below) that produced this book represents for me a happy medium--it is detailed enough to capture nearly all the unique points in my data and readings and yetit is coherent enough to be learnable, teachable, and highly useful to those classes of mine that have, over the years, been asked to read and apply it.

Freedom to Devise Our Own Answer to “What is an Educated Person?”

We are human beings. Therefore, regardless of how people decided what “educated” means years ago, we are free to decide it differently today. The problem with past

definitions is our world today is different in many ways from their world. It was not long ago that only 1% or less of a nation’s population was “educated” in terms offormal classroom instruction. It was not long ago that printing did not exist, forcing information to be transmitted by lectures. It was not long ago that memorizationwas the primary form of learning in classrooms. Those forms of “educated” applied to populations that were nearly entirely illiterate, run by feudal elites, in a worldwithout voice, document, and body at a distance media. Our world today is so different that a person “educated” then would be rather incompetent and unable to func-tion now, in some but not all ways. This book attempts an answer to the question of how much of old, classic, and traditional images of educatedness still work todayand in the rest of the twenty first century.

How to Tell A Good Answer When We Find One

Once we know what being “educated” means, discussion about how to be it becomes focussed and productive. We get nowhere suggesting improvements to universi-ties without first knowing the end point we wish to produce.

In political terms parents probably want students to end up with good careers and lives from their investment in education. Employers probably want students able tofit in and contribute to organizations. Societies probably want students having minimum standards of morality and social responsibility. The future of civilizationprobably requires students capable of redirecting entire societies enough to avoid systemic collapse. Students themselves probably want good lives from their time andeffort and monetary investment in education.

One approach to deciding what “being educated” should mean would be to survey each of these stakeholders in the outcome of education and see what their “customerrequirements” of an educated person are.

There is a major flaw with that approach. Education is the induction of some people into types of knowing, being, and doing they start out not only wholly incapable ofbut wholly ignorant of. People about to be educated do not know what they require. Part of “becoming educated” involves learning to require better things of yourselfand the world. How do we deal with this?

The competency route may be more promising. If we investigate twenty or so widely different fields of endeavor and distinguish above average performers from aver-age performers, we meet a dual set of requirements from students and parents for student success and influence and from institutions and society for student impact. Theresearch I designed did just this--it asked people in 63 strata of society what distinguished people at the top of their field from those at the middle and bottom, and cameup with 54 fields/capability-areas that were orthogonal to, that is that cut across all traditional fields. One of those was “educatedness”: more “highly educated-acting”people in field after field, surpass people who are merely effective and creative. Educatedness is one of 54 fields/capabilities that determine who rises to the top of alltraditional fields.

But I Thought Colleges Were Mostly Filters

Talk to the dean of admissions of most colleges and you will frequently hear that he is 90% of the value of the degrees offered there. The other 10% of the degree’svalue comes from the faculty. This is an exaggerated way of saying that many colleges serve mostly as filters--they admit people not needing much further treatment inorder to become more competent. Once you admit the best, there is little need for a faculty to improve them. Simply let these bright students browse around for fouryears then declare them graduated.

Most colleges strongly resist output measures--measures of how much value they (their faculties) add during four years of degree work. Though this resistance mightbe just to hide the fact that they do not add much value over what sheer filtering provides, there is a distinct possibility that they should resist output measures.

There are kinds of competency that do not generate good results till applied for five or ten years. Measuring accomplishments a few months or years after graduationwill miss kinds of competence that take more time to appear as accomplishments. In particular, the most creative people generated by colleges typically take ten or moreyears of hard work before their first visible accomplishments appear.

What is most likely is output measures that are quite low are agreed on and their presence causes overall quality of college education to decrease not increase.

What Kind of Competency? Competency at What?

There is a problem with the competency approach to defining “being educated”. There are too many parts of work and life to be competent at. We can make competentbarbers, competent nuclear physicists, competent crooks, competent cooks. The list is endless. Surely colleges are intended to produce some sort of competency thatapplies to more than one or two terribly narrow fields of endeavor. Surely colleges are intended to produce a very general kind of competence at life itself.

What is competence at life itself? To find that answer we have to go to those people who we think have lived the best lives and see what made them tick. It turns outthat people asked such questions, often produce specific and powerful answers. The diversity of values, in the world population, however, means there is no consensuson who are the people who have lived the best lives, one would think. However, somewhat surprisingly, one can form a list of names many many people agree on--Gan-dhi, Martin Luther King, Einstein, Madame Curie, Thomas Jefferson, Tomonaga, and others. Fortunately, many of these people have been asked what makes them tick.We have biographies, creativity research studies, and news media profiles on them that spell out why and how they did what they did.

The Cost to Businesses of Uneducated Personnel

Businesses have huge training centers and corporate universities. However, these tend to focus on narrow skills directly related to work performance. What happenswhen it is not a lack of any particular identifiable skill that hinders an employee or manager but lack of something powerful but less tangible? What happens when aperson somehow is unsophisticated about people and the world? What happens when a person is unable to see cloaked self-interests at play in work situations? Whathappens when a person take the world too literally? What course does a company send such people to?

This book is an attempt at an answer. If you identify which of the 48 dimensions of being educated in this book is causing the employee to underperform, then, you canuse the exercises in this book to begin them on the journey of becoming educated in that missing dimensions.

Business readers of this book will find the descriptions in each chapter, of what people uneducated in that chapter’s sense are like, very familiar. Every manager has hadto deal with dozens if not hundreds of such employees and they are very troublesome because there are no corporate training courses for these kinds of missing com-monsense people. This book is, however, a tool of great use in these cases.


7/339



Leadership in large part involves setting expectations. However, when the gap between leader vision and employee experience is large, it can take years to completelycommunicate leader expectations of people. This book, for its 48 dimensions of educatedness, vastly speeds up communicating much that leaders expect of people.Leaders can assess their people on the 48 dimensions in this book, using this book to do that, then assign people to the chapters they scored low on. This vastly speedsup and makes more precise kinds of coaching that otherwise would consume months or years of leader time.

Virtual Universities, Virtual Students, Virtual Lives, Virtual Truths

People talked excitedly about the internet eliminating commuting, making us all tele-commuters. That did not happen. People talked equally excitedly about comput-ers creating paperless offices. That did not happen. People talked excitedly about linking all the world’s knowledge on one global open network on the internet. Thatdid not happen. What happened instead was office buildings moved from offices assigned permanently to each person to offices “rented” when and where needed aspeople came in. What happened instead was computers made the superiority of paper documents in many ways to electronic ones more evident, hence, more printingwas done as computers made composing documents faster and easier. What happened instead was search engines scoured the internet for us all producing 1000 “hits”for our individual queries, 999 of which were outrageously irrelevant and maybe one or two of which were of value. Instead of our world becoming virtual, our worldstayed face-to-face and those whose worlds became virtual often developed virtual lives, that then turned into psycho-pathologies of various sometimes violent sorts.Coexistence of the real and virtual electronic worlds is the order of the day, not one replacing the other. A partnership of sorts is developing between them.

The idea of just-in-time learning, the right information shipped as needed to a person at just the right step in some work process to use it, appeals, if only as a niceknowledge-worker analog of just-in-time manufacturing. The idea of distance learning making unnecessary physical classrooms with rigid class schedules appeals.What will happen is partnership, just as in the other example cases mentioned above. Educating people is not shoveling information at them for them to later shovelback. Educating people is not delivering content to office or home or even to student-sitting-in-classroom. Educating people is far far deeper, wider, and more intelli-gent a transformation of the entire person than any simple communication can provide. This book defines an immense frontier of personal transformations that just-in-time learning, corporate universities, and distance education will find extremely hard to accomplish. It is more likely that they will end up informing people than edu-cating them in this book’s 48 component ways. However, if you visit PlaceWare’s home page on the internet and see its group conference formats for the internet andthen get very very clever and imagine totally new forms of email that allow others to eavesdrop on your own messages (and you on theirs), the combination that resultsmight foster the kind of social life that information has (to quote J.S. Brown and Duguid’s recent book) in physical institutions like colleges. It is the slack, the slop, theeavesdropping, the peripheral participation, the accidental seeings on not fitting domains, the accidental involvement with non-fitting individuals that is the ordinaryhuman environment in physical institutions for which our minds have evolved their extraordinary imaginations, opportunistic drives, and mental flexibilities. Thisbook’s forms of educatedness define what the internet must transform itself into if it is to compete with face-to-face institutions in educating, motivating, transforming,and supporting people.

Forty Eight Capabilities from Creativity and High Performer Research--What Every “Educated” Person Must

be Capable Of For twenty years I developed expert systems by studying how the minds worked of many of the world’s experts. Software systems embodying the principles of opera-tion of these experts were built and edited till they achieved something like expert levels of performance (though they never could handle the most creative cases that theexperts faced). Later I studied differences between expert and average performers in over twenty different fields. More recently I have been interviewing in great detailthe most creative people in the US and Japan, while teaching creativity improvement methods to leading corporation research and development labs. To develop thesecreativity interviews I reviewed the biographies of many of the world’s most accomplished and creative people, looking for, what “being educated” meant for them.The model below is informed by these recent activities but it comes straight from the results of the orthogonal disciplines research project that I described earlier in thischapter, wherein 315 eminent people nominated the most “highly educated-acting” people in their lives, 150 of whom were then interviewed about what they knewabout acting in a highly educated manner compared to being effective or creative. The results if this research now define for me what “being educated” means andtherefore they tell me what I wish to accomplish as a college professor. My job is to take people lacking the below capabilities and qualities and create people havingthem. The rest of this book presents the particular techniques I use to achieve each of the human transformations below. Note, the order of the 48 dimensions below isnot the same as the order of chapters in this book. The order of chapters is based on overall groupings by similarity of dimension; the order below is based on dis-sim-ilarity--keeping similar dimensions separate. The order of chapters is best for distinguishing one dimension from another; the order below (which is repeated in check-lists at the end of this book) is best for seeing the uniqueness of each dimension without being confused by highly similar dimensions nearby.

1. EDUCATION AS LEAVING HOME: “e” “duco” being led out from what your parents, local community, nation, and era believes

discovering nearly all the ideas and routines inside you were not chosen by you unconsciously but put there unconsciously while growing up some particular where 1*

loosening the hold of unconscious beliefs and routines on your actual idea expressions and behaviors 2*

exploring the limitations and harms latent in the locality of when and where and who raised you 3*

discovering exaggerations and omissions by who and when and where you were raised 4*

exploring all history’s and the world’s alternative ways to the ways you mastered while growing up some particular place and time 5*

meeting other people 6*

meeting other family types 7*

meeting other nationalities 8*

meeting the other genders 9*

meeting other eras 10*

meeting other professions and disciplines of knowledge 11*

experiencing history as the formal study of human mistakes 12*

reading widely 13*

learning to manage diversity 14*

2. EDUCATION AS SELF DETERMINATION: replacing those values and habits unconsciously absorbed while growing up with freely self-consciously chosen new ones

surveying current beliefs 15*

finding the origin of current beliefs 16*

assessing world shrinkage caused by your background factors 17*

experiencing radically unknown worlds 18*

succeeding by criteria other than your own (personal and society’s) 19*

3. EDUCATION AS DEMYSTIFICATION: finding power that we automatically give over our lives to institutions and retracting those gifts of power over our lives in favor

of we exercising power over our own lives

surveying what convinces and impresses us greatly 20*

finding the origin of that power 21*

revisiting the process by which we gave that power over our lives to external others and institutions 22*

seeing gaps between our true self interests and the interests of those institutions and others promoting themselves as sharing or working in our interests 23*


8/339



4. EDUCATION AS EVIDENCE BASED REASONING: replacing casual opinion formation from folk intelligence of daily life with evidence based reasoning as the basis of

opinion formation

experiencing the horror of operating based on personal opinion 24*

experiencing the liberation of being freed from operating based on opinion 25*

learning what kinds of evidence produce the most truth 26*

learning to compare different types of evidence to arrive at truth judgements 27*

5. EDUCATION AS PERSONALITY GROWTH: replacing a person who “is” his opinions, you attack his opinions you attack his self, with a person who “has” opinions,

you attack his opinions he considers changing them, knowing his present opinions are limited, transitory, provisional commitments that will be upgraded continuously as life pro-

vides new data

learning how what we depend on for security and anxiety management hurts our lives and the lives of those around us 28*

learning how we think we are something that really we can learn to have not be 29*

learning to let go of part of our selves so we flexibly manage what we used to inflexibly defend and depend on 30*

6. EDUCATION AS FACING OUR FLIGHT FROM THE ANXIETIES OF BEING: learning how who we have become deliberately blocks off major parts of life and

work from us in order to create a world smaller and safer than the real world we are actually in; learning how to face the absurdity, arbitrariness, and responsibility of the free

project our lives are, honestly, without shrinking our world into something tiny enough to feel safe in

facing the absurdity of the here and now 31*

facing the mystery of why we exist 32*

facing the failure of anything outside ourselves to give meaning to our lives 33*

facing the horror of being responsible for consequences though we do not have the power to anticipate or control the consequences of our actions 34*

7. EDUCATION AS LOSING THE EXCUSE OF BACKGROUND: making a person who, when asked any question, from the answer, you cannot guess what gender, age,

nationality, profession, or background they are from; processing in their mind makes their current beliefs not simple repetitions of the environments they grew up in

learning the stance of committed provisional relativism 35*

practicing being moral by thinking our situations rather than blindly following standards or rules of others 36*

outgrowing authoritarian habits 37*

outgrowing libertarian habits 38*

outgrowing Hamlet’s delay 39*

8. EDUCATION AS LEARNING TO MANAGE IMPOSSIBLE WORKLOADS: when students are put in the situation that following exactly what each professor of each

course requires, would result in impossible levels of work, students must interpret professor intent and choose wise ways of compromising among assignments

grasping the intent beneath assignments 40*

confirming with busy professors, learning how to get their time 41*

learning to combine separate papers and assignments into fewer, deeper efforts 42*

learning how to manage time wisely 43*

learning when more effort is useless; learning when to job switch 44*

9. EDUCATION AS TURNING INPUTS INTO OUTPUTS: turning every experience and personal learning into a tangible product that others can benefit from

learning to invent improvements 45*

learning to test our inventions with real application experiments 46*

learning to publish our good deeds 47*

learning to teach others from our publishings 48*

10. EDUCATION AS LEARNING TO CHOOSE: learning to choose by learning that choosing one possibility means dying to 99 other possibilities not chosen; people who

can choose in life are people who can say goodbye to routes not chosen, happily facing and managing the limited resources of life

learning the pain of choice 49*

practicing the pain of choice 50*

learning to conduct funeral services for the lives we chose not to have 51*

learning to celebrate the uniqueness of the path we chose 52*

11. EDUCATION AS OPERATIONS ON KNOWLEDGE: learning not knowledge itself but operations to perform on knowledge in order to generate it, combine it, select

it, and apply it;

logical and evidentiary operations 53*

metaphor operations 54*

categorical, causal, simulation models 55*

fusion and subdivision 56*

research 57*

literature reviews 58*

data set development and analysis 59*

12. EDUCATION AS STRUCTURAL COGNITION: operating not merely on factual knowledge but operating on the structure of such knowledge

structural inputs: reading, listening 60*

structural outputs: writing, speaking 61*

fractal concept modeling 62*

13. EDUCATION AS PROCEDURAL KNOWLEDGE: developing procedural capability from the knowledge we already know


9/339



compiling facts into procedures 63*

compiling procedures into actual impacts 64*

packaging proposals for social acceptance 65*

organizing coalitions 66*

14. EDUCATION AS CONVERSANCY WITH ALL OF KNOWLEDGE: developing techniques and confidence to read anything however expert, hard, or challenging and

developing a taste for learning in nearly all human fields

the ability to read anything at all via multi-pass reading 67*

grounding points 68*

library browsing and copying 69*

15. EDUCATION AS BEING PAID WELL FOR EXPLORING WHAT TO DO WITH OUR LIVES: exploring what to be and do by investing seriously in a few well cho-

sen alternatives rather than aimless drifting, so we get paid well and develop a track record of accomplishment while exploring what life and we have to offer each other

choosing three baby fields that will be very much more important ten to twenty years later 70*

investing 3 or 4 years in each baby field, enough to meet key people and make a contribution for developing a track record of accomplishment 71*

16. EDUCATION AS MANAGING LOVE, POWER DIFFERENCES, AND FAILURE: experiencing loss of love, inferiority to authority, and defeat in your own goals and

learning how to manage your emotional responses to them

response stopping and substitution 72*

development of a personal philosophy of being 73*

developing sense of self worth independently of social supports 74*

17. EDUCATION AS LEARNING HOW NOT TO DO: coming to terms with the impetuousness of youth and its overweening desire to do something impressive to make

one’s place in the world early as a young person

the ecology of personal change 75*

the power of detachment 76*

self management of stress 77*

18. EDUCATION AS LEARNING THE RISKS AND HARMS OF BEING EDUCATED: acknowledging the risks and harms of education and taking personal responsibil-

ity for compensating for them

education as inculcating the habit of inputting and sitting, stripping lives of the habit of action, impact, and care for others 78*

education as drive reducer by making people satisfied with less accomplishment 79*

college as unnatural community of only young people, cut off from mixing with people ten, twenty, and more years older 80*

confusing thinking new thoughts with achieving personal change 81*

developing life-threatening lifestyle in terms of poor sleep, eating, and sex habits 82*

compensating for instructors inappropriately applying lecturing 400 years after printing presses made it an ineffectual way of transmitting knowledge 83*

19. EDUCATION AS TAKING RESPONSIBILITY FOR THE SHORTCOMINGS OF ANY INSTITUTION YOU ARE ASSOCIATED WITH: instead of bitching

about the shortcoming, learning to personally compensate for them and find whatever real values the institution can provide

mapping the faults of your particular institution 84*

mapping the faults of the higher education strategies and services your nation provides 85*

mapping the resources your institution affords you with 86*

mapping the resources that higher education in your nation provides 87*

learning where in the world the best educational resources are 88*

learning how to get personal access to those best-in-world resources 89*

measuring your degree of utilization of your institution’s benefits 90*

measuring your degree of compensation for your institution’s faults 91*

20. EDUCATION AS REVERENCE AND RESPECT FOR THE FRAGILITY OF OTHER PEOPLE AND CIVILIZATION: coming to understand how hard life itself

basically is and how its difficulties wear people down till they function poorly for self and others; learning the gradual accumulation that civilizations are of ways to support peo-

ple with handling the difficulties of life

learning how easily other people can be put into despair 92*

learning how fragile students are in self confidence terms 93*

learning how to handle such fragile beings 94*

learning to restrain your own tendencies to over-demand things of others 95*

learning to respect the fragility of life and manage it well 96*

21. EDUCATION AS ABILITY TO CREATE NEW CULTURES FROM SCRATCH: in the vacuum of being away from home, without social support, at college, learning

to create your own values, lifestyle, sources of daily happiness, and resources for work intensification

learning to function in a social vacuum 97*

learning to initiative valued activities 98*

learning to find valuable activities 99*

learning to explore environmental possibilities and threats 100*

22. EDUCATION AS BALANCE AMONG SELF DEVELOPMENT, SOCIAL DEVELOPMENT, INTELLECTUAL (MIND) DEVELOPMENT, AND CAREER

DEVELOPMENT: managing the trade-offs among these types of development and intending the imbalances among them actually achieved

self development 101*

social development 102*


10/339



intellectual (mind) development 103*

career development 104*

23. EDUCATION AS TEACHING PARENTS HOW TO LOSE YOU AS A CHILD AND GAIN YOU AS A PEER: in effect most students in college have a crisis

wherein they destroy their parents efforts to continue relating to them as a child and they start parents on the road towards relating to their children as peers

liberation from parental ideas, styles, values, supports, and authority 105*

free engagement with other significant adults taking you beyond your parents’ ways of being 106*

rapprochement with your parents to the extent they change into treating you less as a dependent to be commanded and more as a peer to be respected 107*

24. EDUCATION AS LEARNING TO APPLY KNOWLEDGE REGULARLY TO CHANGE YOUR OWN LIFE: developing the habit of breaking your habits and

updating them based on reading, research, and searches you do to uncover how best to live aspects of your life

measuring the degree to which you know things you do not apply to yourself 108*

measuring the degree to which you opine things to other that you fail to embody yourself 109*

practicing regular research-result-driven personal change 110*

25. EDUCATION AS DEVELOPING AND APPLYING A MENU OF FRAMEWORKS FOR ELUCIDATING UNOBVIOUS ASPECTS OF ANY PROBLEM OR

OPPORTUNITY: learning to view things abstractly so as to foster innovation and eliminate the redundant efforts of staying at the level of concrete phenomena

thinking metaphorically 111*

mapping metaphors 112*

failure indexing 113*

learning to abstract ideas from concrete cases 114*

learning to apply abstract frameworks to concrete cases 115*

learning to spot similarities and differences among cases 116*

26. EDUCATION AS TRANSFORMING THE PERSONAL INTO THE HISTORICAL: learning that most of the sufferings you and your family endured came not from

personal failings but large scale historical, sociological, and anthropological forces that millions of others endured with you

seeing personal aspects of you shared by millions of others 117*

seeing forces in your era that caused you and your parents to live the way you did 118*

seeing the blindness of yourself and others to the forces that actually largely determine the conditions and aspirations of your lives 119*

seeing the way when and where you were born parameterizes your life’s possibilities and limits 120*

27. EDUCATION AS LEARNING THE CREATIVITY DYNAMICS THAT PRODUCED THE WORLD’S BEST LIVES, PEOPLE, AND ACCOMPLISHMENTS:

learning how the mind and heart work in general and in the particular lives that most benefitted you and the world; spotting phony leadership and distinguishing it from real lead-

ing

finding a mentor; doing research under direction of a master; making social contacts with accomplished people; studying how the mind works; 121*

deliberate development of new personal habits designed to make you more creative than you now are; developing awe at the human ability to redesign life and the universe; 122*

experiencing one or more high performance groups; experiencing one or more high performance trance-like “flow” periods in your own life 123*

28. EDUCATION AS DEVELOPING THE ABSTRACTIONS AND METAPHORS THAT GIVE ACTION ITS LEVERAGE: learning the whistle points of your ownand other societies; comfort handling abstractions; learn metaphors allowing you to say anything in any context safely and impactfully

seeing how abstractions like “social status” cause things in life; 124*

learning how to abstract similarities and differences from concrete cases: 125*

mapping metaphor parts onto an issue to elaborate it using ideas from a different domain; 126*

breaking home and community prejudices and disparagements of abstractions and metaphors as ways of thought 127*

29. EDUCATION AS ABILITY TO MAKE ONESELF INTERESTED IN NEW, DIFFICULT, OR IMPORTANT THINGS: breaking your slavery to personal interests;

learning to grow better quality interests; learning how to develop interest in difficult, new, or unknown important things; deciphering people by discerning the structure and ori-

gin/destiny of their interests

legitimating to self and others peripheral participation in communities of practice; 128*

finding the world’s best someone and finagling a way to get close to them in daily work; 129*

multi-pass exposure till difficulty, strangeness, meaninglessness soften and disappear; 130*

self diagnosing personal lack of confidence caused disinterest in important aspects of the world; 131*

multiplier shyness 132*

30. EDUCATION AS ABILITY TO FOUND OR MANAGE GROUPS WITHOUT FORMAL LEADERSHIP POSITION OR AUTHORITY, INVISIBLY: observing

groups at work; spotting effective and ineffective interventions in group dynamics; sloughing egoistic leadership impulses in self and others; turning others into leaders

raising the confidence level of others; 133*

helping others to invent, play, and mesh roles with others; 134*

using others’ ideas to support your own; 135*

31. EDUCATION AS BALANCED LIVING AND MODERATE MISTAKES: balancing detachment and engagement, input and output, global and local, abstract and con-

crete, visible and invisible; public and private, work and home, life and death, self and others;

learning to make deniable, recoverable mistakes; 136*

learning enemy-less modes of disagreement and detachment 137*

distinguishing what bridges to burn behind you and which to avoid burning; 138*

spotting your own and others’ overemphases; 139*

next career steps chosen to challenge your greatest weakness versus chosen to build on your greatest strength; 140*

practice rebounding from mistakes; 141*


11/339



32. EDUCATION AS COURAGE TO INVESTIGATE THE WORLD’S BEST PEOPLE AND PLACES ON YOUR OWN AUTHORITY: fearing no person; practicing

and developing boldness; willingness to phone any person however famous; leaning how to access famous people

developing the habit of meeting the most creative people in the society around you, wherever you are; 142*

the skills of getting access to protected or famous people; 143*

reading people’s interests and green and red flags; 144*

preparing convincing stories of who you are and what you want 145*

33. EDUCATION AS SELF-DIRECTED LEARNING TAKE-OFF: discovering that you do not need college in order to study and learn, even the most difficult and impor-

tant things

weekly copying of articles; 146*

subsequent readings to fill voids in earlier ones; 147*

articles marked; 148*

categorical models built; 149*

reading searches to fill model gaps 150*

34. EDUCATION AS IMPROVING YOUR MIND EXTENSIONS, NOT BRAIN: improving your mind extensions not just brain performance

personal professional library; 151*

personal file system; reminding system; 152*

cognitive friend network; 153*

cognitive furniture; 154*

cognitive architecture, 155*

cognitive apparel 156*

35. EDUCATION AS PROPER ATTRIBUTION--METICULOUSLY GIVING CREDIT TO OTHERS: ruthlessly not exaggerating the uniqueness of your own thoughts

and inventions but thoroughly seeing how they arose from dialog with and borrowing of insights of others

proper attribution to yourself of how much of your ideas comes from others’ ideas; 157*

proper attribution to others of how much of your ideas comes from others’ ideas 158*

shutting down the childish desire to take personal credit for richness in your environment that you use 159*

36. EDUCATION AS LEARNING WHAT SOCIETY’S WHISTLE POINTS ARE learning the points where small actions have large whole-system changing effects

social process, org learning, creativity dynamics, culture dynamics, and other fractal models used for finding whistlepoints; 160*

non-linear system dynamics; avalanche events 161*

37. EDUCATION AS DISTINGUISHING ELEMENTAL LIFE DIMENSIONS discovering sets of abstract concepts that constitute life for you unconsciously; replacing

them with concept sets you design; distinguishing aspects of life with thoughts and deeds

competing life dimension sets; 162*

discriminating behaviors; 163*

three relations to time: timeless sung labor, immortal worlds of works, the surprise environment established by acting 164*

38. EDUCATION AS PENETRATING FOREIGN CULTURES learning to spot foreign cultures, deliberate experiments to probe frameworks of interpretation; strategic

uses of differences; culture types

the attachments/engagement spiral; 165*

the monolithic culture myth; 166*

dimensions of culture measurement; 167*

spotting culture evolution dynamics 168*

39. EDUCATION AS FINDING GOOD QUESTIONS accounting for action audiences, searching for sources of leverage; root problems; problem generators

spotting unwitting trends among competitors; 169*

detecting problem category structure; 170*

neuroses caused interest blind spots; 171*

realism checks 172*

40. EDUCATION AS COMPENSATING FOR SAMPLING, CORELATION, AND HUMAN JUDGEMENT BIASES AND ERRORS knowing the human knowing

machinery well enough to not be fooled by how our minds misread the world and how our emotions misreact to the world

mastering how bad minded people tilt data to bias it towards their favorite positions; 173*

detecting such tilting; 174*

detecting your own mind’s judgement biases; 175*

correcting for you own mind’s causal attribution exaggerations 176*

41. EDUCATION AS DEMYTHOLOGIZING SYMBOL SYSTEMS avoiding magical interpretations of symbols and tracking symbols back to the human consciousness

phenomena that gave rise to them; undoing over-literalness in historic myth systems

translating myth statements into “human consciousness is” statements; 177*

correcting magical attributions in over-literal cultures generated for the benefits of elites; 178*

preserving respect of human spirituality from distortions in historic religions and cults 179*

42. EDUCATION AS NAMING SKILL developing the ability to invent namesthat compress much impression and experience and information into memorable short state-

ments; developing systems of names that discriminate subtle differences in similar seeming concepts

representational principle of naming; 180*


12/339



relational principle of naming; 181*

associational principle of naming; 182*

ontological principle of naming; 183*

cogency principle of naming; 184*

43. EDUCATION AS MULTIPLIER RECOGNITION AND ENGAGEMENT identifying each society’s multipliers of individual works, getting your works multiplied,

using not fighting social proclivities

fostering immigrant consciousness; 185*

historical competitive interests of societies; 186*

world’s highest taste markets; 187*

mapping multiplier access paths 188*

44. EDUCATION AS PREPARING FOR LIFE’S STAGES contents of immediate lifestyle and work coming from needs of later stages of one’s life; anticipation of futurechanges in career dynamics and environments now through concrete preparatory actions

age appropriate work contents prepared; 189*

growth in personal social recognition and power anticipated in present work contents; 190*

present opportunities used for both immediate and long range later life stage resource development; 191*

lifelong friend network community establishment and management 192*

45. EDUCATION AS A NEW COMMONSENSE--BIOSENSE--EMERGENCE VERSUS DESIGN: origin of human institutions without plan, intention, or design via

self organizing processes; complexity tampering as interventions at higher scales where problems appear that ignore generative forces from lower basic units levels

self-organizing systems; 193*

edges of chaos; 194*

non-linear system dynamics; 195*

butterfly effect; 196*

avalanche effect; 197*

fractal effect; 198*

evolution rather than design; 199*

self organization rather than design; 200*

evolutionary engineering; 201*

46. EDUCATION AS CUSTOMER AND MARKET CONSCIOUSNESS in every situation detecting who the customers are, what their requirements are, and how well

your outputs are satisfying them

knowing the dimension of anything that independently satisfy customers; 202*

knowing all the customers of any output; 203*

detecting outputs that go unused by anyone; 204*

detecting inarticulate customer wants 205*

47. EDUCATION AS PERFORMANCE MASTERY & LIVING YOUR DREAM practicing till your speeches and actions become polished, attractive performances; pol-

ishing the processes by which you live and work till you shine with continuous improvement and regular leaps of innovation

public speaking four year circuit; 206*

detecting audience needs indirectly; 207*

tuning processes till outputs please customers; 208*

detecting your ultimate dreams for your life and undoing regular misrouting of your life away from them; 209*

polishing side interests into major life dream performances; 210*

absolutely transporting audiences into ecstatic consciousness 211*

48. EDUCATION AS ABSURD CONCENTRATIONS taking every aspect of your interests, habits, and life to ridiculous extremes; driving any activity or hobby until it

attracts worldwide attention due to the absurd depth and breadth you achieve with itrecognizing the difficulty of gathering attention; 212*

recognizing the worth of sheer attention; 213*

building all personal activities into attention gathering mechanisms for the rest of your life; 214*

practicing carrying everything to intense perfection; 215*

unlocking the imaginative frontier within any mundane activity in life 216*

The Rest of This Book

There is a separate chapter for each of the forty eight aspects of “being educated” presented in the section above. Each chapter explains an aspect of being educatedthen gives tools and methods, procedures and advice for getting students to be “educated” in that particular way. Interviews of highly educated acting people often hadclues and hints, some even formal procedures, that formed the basis of the methods in each chapter below. However, I have modified any such interview proceduralcontents considerably over years of using them with students, in order to end up with procedures that actually work in quite general settings with most adult people. I

do not suggest that these tools, methods, and procedures are best; rather, they are adequate for handling the types of students that I have encountered at Kwansei GakuinUniversity, Temple University, and the University of Chicago Graduate School of Business.

In addition to dealing with the forty eight aspects of being educated listed above, each chapter evaluates Japanese college students and compares them with US collegestudents. The transformations that college effects on both sets of students are also compared.


13/339



I cannot over-emphasize how important it is for colleges to communicate with perfect clarity to students what they expect of them in the way of what “being educated”here entails. Only if students know clearly what being educated means for a particular institution and professor, can they hope to actually achieve it. Where what‘being educated” means is undiscussed, unclear, ambiguous, or various, much effort results in little overall educational attainment. The exam for going to college is therest of your life. The price of failure at college is generally a failed life. These are high stakes. I sincerely hope that this small book helps many students to managetheir way through college well.

Uses of this Book

Corporations hire college graduates then suffer as these graduates turn out to be unable to do all sorts of basic but important functions. They spend years re-educatingtheir hires to compensate for what universities leave out. However, they tend to, in their re-educating, leave out the subtle, emotive, and social skill capabilities that arehardest to articulate, measure, and teach. This book captures precisely what nearly all company training programs are currently unable to teach.

Individual people can read this book to see how complete their degree of educatedness is. There are 48 dimensions presented herein with concrete methods. These canbe used to find gaps, omissions, and weak dimensions possibly greatly holding you back from better attainments.

Parents and their children can use this book to check the quality of the universities they are paying for. Colleges can use this book to test the depth and breadth of theeducation they are actually providing to their students. This book includes a self assessment questionnaire for finding out how educated you are. It can be used tomeasure the degree of educatedness of any particular student or the degree of educativeness of any particular college department or program. Piaget’s, Perry’s, andKohlberg’s work on cognitive, self, and moral development at college are all subsumed in this survey instrument.

The Nature of Universities

Most readers of this book already have a good idea of what universities are. So I will avoid repeating the obvious. When we talk about the goal of universities as “edu-cating people” we all think we know what that means. When you try to actually do it, however, by spending millions of dollars and organizing thousands of people indozens of buildings, ambiguities appear. It is less obvious what a university is and should be than common opinion believes.

This is a book about educating people, the goal of universities. This book presents, in fact, 48 different components of “being educated”. That diversity is what makesthe goals of universities ambiguous. Universities are for the purpose of “educating people” but that means at least 48 different things. Any particular university willemphasize some of them and slight others.

However, this book does not take an institutional view of “being educated”. Rather this book takes the view of people in society who we all recognize as acting in an

“educated” manner and what people in society expect “educated” people to be like and be capable of doing. The institutional mission of universities as creating “edu-cated people” is slightly different in focus from this book. So, the question arises, how does “educating people” as this book specifies it relate to the structural missionof universities as “educating people”.

To answer that question I had to review literature on the nature and purpose and present situation of universities. Fortunately in a dissertation some years ago I hadalready done that. That analysis is updated to create the model below of major university dimensions.

The model divides universities into four areas--certain knowledge functions, a cross-discipline and within-discipline intellectual market wherein ideas are born and com-pete for attention, funding, and embodiment in courseware, innovations that seep into universities by gradual processes (always), and the content of this book--creating“educated people”. In this model the contents of this book are one fourth of the nature of universities, sharing importance with the health of the knowledge functions,intellectual market, and seeping innovations that define modern universities.

The knowledge functions of universities--research, teaching, application (synthesis), and service--are well known. Some universities, many of the most famous andselective ones, do research primarily. Teaching is a side activity there. Most universities do little research and teaching dominates them. A lot of application of newknowledge is done by faculty of top tier universities with most faculty in most universities doing modest amounts of applying of knowledge. Service to society is givenlip-service but little emphasis by any university in recent decades. The dwindling of this service function has endangered university independence and mission as angrylegislators rethink public support for universities and research. Inside leading universities many faculty see the stunted service dimension of modern universities hurt-ing the quality of research knowledge itself by the way it makes scholars, their publishings, and audiences narcissistic. Peer review of journal articles published by fac-

ulty moves from a community of excellence into a gang of trendy fellow back-scratchers.


14/339



Universities are intellectual markets--that is, markets of competing ideas. Not only that but those markets are fractal with the same pattern of competition repeated onseveral size scales--universities competing with other universities in prestige, departments competing with other departments in prestige, disciplines competing withother disciplines in funding, faculty competing with other faculty in publishing, students competing with other students for admission and scholarships. Getting atten-tion to one’s own ideas, then turning that attention into publishing, funding, courses, and finally student enrollments is not easy given the general background noise ofcompetition everywhere in modern universities.

The market for ideas that each university is and is in is a peculiar kind of market. It is ambiguous in that apples are constantly competing with oranges. Evaluation ishard. It is splintered into different disciplines of knowledge that share no common values, standards, tools, approaches, or questions. Faculty are organized like inde-pendent partners in some large consulting firms--every faculty “partner” a venture business of his or her own. Faculty are organized horizontally into cross-disciplineresearch teams and vertically into seniority and prestige ranks as many younger faculty compete for limited tenure and higher rank positions. Faculty are organized ver-tically into rankings--assistant, associate, and full professors--with differences of teaching load, funding for research, and influence on policy at each rank. Finally, fac-ulty compete, departments compete, disciplines compete, publishings compete, students compete--there is competition everywhere. The price of an idea is the ease ithas winning attention, publishing, funding, and course inclusion amid these competitions. Ideas of great value easily get attention, publishing, funding, and the like;ideas of little value only with difficulty get such support--with one very important exception. The very best ideas in every era are treated as valueless and resisted byfaculty in every age. Einstein’s 1907 papers were mercilessly criticized and treated with contempt from 1907 to 1919 when an astronomical observation confirmed theability predicted by Einstein for gravity of stars to bend light rays. People recoil in horror from the best new ideas--they do not dance a dance of welcome!

Universities innovate in a particularly incremental, slow, omnipresent way. Seeping innovations are found in every age. In the early 21st century a number of suchinnovations can be identified, world-wide. Courses and degree programs are changing size and shape. Two year degree programs are being shrunk into one year; fif-teen week semesters are being packaged into five 40-hour weeks of study, micro-courses lasting four hours a night for two weeks are replacing whole semester ones.Business schools now typically offer entire courses in one week of two three-hour classes per day with two classes of homework assigned each evening. This trend Icall “de-mass-ification” using a term coined by Alvin Toffler for other phenomena. It includes a number of other changes. Businesses are experimenting with furnish-ing new methods and concepts just-in-time in the midst of application processes that need them. This breaks up courses into constituents that are organized to fit intothe flow of actual people doing work. People have noticed that it is increasingly obvious that two years of college is needed every ten years by nearly all adults. Somecompanies are working with universities to formalize this as a system of decade colleges between each pair of adjacent decades in life. The curriculum of each decadecollege is tailored for the life knowledge, career needs, and intellectual cop-outs found of people in that age group (people 28 to 32, 38 to 42, 48 to 52, 58 to 62, 68 to 72,78 to 82, 88 to 92, 98 to 102 for example). Why should college happen only once between the second and third decades of life?

Increasingly colleges are contracting to educate not individual students but entire organizations. Sets of departments construct customized master’s and doctoral degreeprograms not for individuals to take but for organizations to take. This shift from individuals as students to organizations as students combines consulting applicationwork of faculty with teaching.

Research is also changing in universities. Human and organization performance has become an object of study in field after field. Best performers are compared toaverage ones, experts to novices, past to future members and the like. Professions are changing to becoming evidence based. The general inability of professionals todo data-based research has in the past resulted in individual differences between professionals that were thought to be of little consequence. Total quality applied to

medical practice, however, found that casual differences among medical practitioners had impacts on patient mortality as large as the most important new techniquesdeveloped in medical speciality areas. Casual practice differences, in profession after profession, are now objects of study. The result is new practices that are basedon evidence not casual personal preferences of individual professional practitioners. The internet is putting on line in every home information on the most recentresearch results in profession after profession, making clients not dependent on or entirely trusting of professionals (with TV exposes of physicians skiing while seminarrooms remain empty at professional update conferences not helping trust any). The internet is, in fact, replacing the professions as we knew them and a new type of pro-fessional, not expected to monopolize knowledge of his or her profession is being born. Research is being linked to the entire subsequent innovation process so that fac-ulty raise venture businesses the way farmers raise crops.

Research

Application

Teaching

ServiceAmbiguity Professions

Faculty

Demassified Instruction Research

Combinatory

AcademicMeta-Cognitn.

FuturicCommonsense

Find & Make Truth

Build & Use Models

ManageDiversity

InventingSelf & Others

Making Your Self

Creating Truth

Befriending Limits

Managing Learning

Growing Ideas

Growing Method

Extending Minds

Leverage

Knowledge

Limits

Managing Excesses

ActingIndirectly

Managing Balances

Social

Transparency

TurnAction

intoPerformance

InventingWorlds

Becoming

Multipliers

Relevant Focus

Educating People

KnowledgeFunctions

Fractal IntellectualMarket

SeepingInnovations

Micro, & DialogCourses &

JITConcepts

DecadeColleges

Organizations as

Students

Finding & Inventing

Best Practices

Evidence BasedProfessions

InternetReplacing the

Professions

The

FarmingVenture

Businesses

Structural Cognition

Glass

Bead Game

Events

Total Quality Knowledge Develop- ment

Educated- ness

Effective- ness

Quantitative Literacy

Creativity Literacy

Population of KnowledgeEntrepreneurs

Cross-

Teaming Layer

VerticalColumn of Scholar Selection

Global Scholar Exchange

Network

GoalDiversity

ClientServing

ProblematicEvaluation

Problematic Technology

FacultyAutonomy

Fragmentation By

Disciplines

Prestige as Goal

No R&D on Own Processes

StudentAdmission

Competi- tion

University Rank Competi- tion

Faculty Publication Competition

DepartmentResearch

CompetitionGrant

Knowledge Pricing

Discipline

Blue Sky New Tools

NewApplications

NewQuestions

College

Generalization

GradSchool

Specialization

Post-DocResearch

Grantsmanship

Lifelong Adult Students

Consults Conferences

ContractResearch

ProfessionalPracticums

Industrial Parks

Govern- ment Com-

mittees

NGOFounding

InternetFounding &Elaboration

The Nature of Universities

Copyright 2000, by Richard Tabor Greene, All Rights Reserved, Government Registered

GlobalBrands,

Campuses, and

Research Teams

SocialComputation

Virtual,

Campuses


15/339



Academia for generations, in fact for a thousand years, did not have an R&D function for improving its own processes and ways of work. This is changing slowly.First, the results of cognitive science research in psychology and artificial intelligence research are infiltrating every discipline, putting an emphasis on operations on thestructures of knowledge. Second, universities are developing into global institutions using their global brand power already established to open satellite campusesaround the globe. This is evolving into an ability for one university to offer the same course to all employees of global corporations simultaneously using faculty teamsoperating out of six or more globally distributed locations. This, in turn, is developing in tandem with global networks of scholars acting in parallel as a kind of mas-sively parallel human processor, doing research that in the past a local handful of scholars would have done alone. Third, the isolation of the disciplines is not breakingdown but recognition that a vast territory of deeply intellectual and practical cross-disciplinary problems has no institutional home is occurring. Ways for combine dis-ciplines in joint efforts to address this vast territory are beginning. Teams of scholars from different institutions around the globe are increasingly being organizedacross the internet as single research teams doing in parallel research that formerly would have sequentially appeared across periods of a decade or more. Finally, totalquality and re-engineering methods that were used in the previous century to improve business processes are being applied to improve research and learning processes,both by individuals and organizations.

The last set of seeping innovations concern making colleges broad again so that early specialization and early career concerns to not erode the quality of person collegesgenerate. The first attempts at re-achieving generality in colleges, for example, were laughable lists of “great” books and dominant ethnic group biases. These werequite rightly mocked by the great universities and taken up by the third rate ones. A more recent trend is borrowing performance components from industry. Four setsof such components are under development in one great university or another--standard components of being educated, being effective at work and life, being quantita-tively literate, and being literate in creativity dynamics. This book presents the first of those four---48 components of “being educated”.

That brings us to the central part of the model of the nature of universities. That central part is the contents of this book--components of “being educated”. This bookpresents one seeping innovation, then. It is a curriculum--one long course you might say--that makes people “educated” in the 48 ways that a great number of high per-formers in over 20 different domains specified.

Methods Sections

Each following chapter of this book has, on average, slightly over two methods for educating yourself in that chapter’s particular way. Scholars viewing these methodssections exclaim “are you serious?” “Do you really think that doing two step by step assignments once in your life, results in becoming educated in any serious way?”My answer is this--no. “Then why, Professor Greene, are you including these methods?” My answer is simple. You cannot in a book make people educated simply byreading. However, you can point them in the right direction, with step by step recipes, that if repeated dozens or hundreds of times, expo

part4--rtgreenes book of 50pg excerpts of his 24 books--4th 5 bks--educatedness

Documents