Feedback dominates ( aka Rates not States)If anything, I consider this to be my primary contribution ot the blogosphere these last 5 years. In education? Feedback systems dominate, and therefore lecture is moronic. In government, all government systems that have ever existed have feedback systems that push towards the impoverishment of the citizenry in favor of those in the government. In software, the feedback systems determine how good the software is. In Manufacturing, feedback is all of quality. Evolution. Science. Bayesian Epistemology. It's all feedback all the way down. 1 idea...that's all.
Well, this afternoon, thanks to a couple influences, I had my second important insight. I've danced around it before, and I've referenced topics near it in Aretae's 4th law...which is about to be promoted. The 4th law is:
Brain Bunnies (previously known as Monkey Brains)Your brain doesn't work how you want it to. Ever. There's lots of little bunnies running around in your head, each with it's own goals/systems. The conscious mind is only the press secretary for the rest of your brain...making up answers about why in order to support the herd of brain-bunnies who have independently decided what to do, and now need verbal cover.
Moving on to the real insight...thank you Tom and Andrew for setting up my insight:
Verbal learning is THE education problem.Human beings' brains are a very small percent verbal.
Only a very few excessively verbal people are even poor (as opposed to abysmal) at verbal reasoning...and the folks who can make any sense at all of verbal nonsense are hailed as heroes in our age. They end up as the denizens of the cathedral. And of course, as the most verbal folks, the ones who spin the words, their inclination is not to point out how bad the verbal capabilities of the best of us are.
Therefore, any learning process that goes through the verbal cortex will be massively inefficient.
Don't use verbal systems to teach or persuade.
Instead, use the visual cortex, the musical capabilities of the brain, the social capacities. And leave the crappy verbal part out of the learning business.
Of course, that is a tremendously subversive notion. That would perhaps eliminate from many learning systems the advantage accruing to folks with high verbal IQs. Which violates everything that the Cathedral holds dear.