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After 2001, looking back at the old code, we had virtually no chance to become rich with a 20th-century public education. Consider the structure, thinking, and motivation -- the three fundamentals of education -- found in public schools you grew up with:
Structure: Class discussions, free-flowing thoughts from kids and teachers, random facts of events and dates all pragmatically "structured" to bring the child into "what's happening in today's social environment". The child heard all those unintegrated points (i.e., percepts), but later he forgot most of what he saw and heard in school.
Thinking: The child was never taught to integrate. He was never taught to integrate the many random percepts into common denominators -- into a few timeless, unforgettable concepts. He never knew the power of his mind to integrate random percepts into structured concepts for everlasting knowledge. Knowledge is power, but he retained little knowledge. Instead, he absorbed then forgot unintegrated, pragmatic percepts, many regarding what's germane to the politically correct times. When he graduated, his mind was quite impotent as he sank with our deteriorating society.
Motivation: He had no certainty, just a go-with-the-flow "education". The child learned to "fit in". He was trapped, at the mercy of our society, economy, national standard of living. There was nothing to be motivated over, for the child implicitly felt less and less power to rise above the bleak state of things of the day to help society and make big money as an adult. Dreams became blurry and faded.
After 2001 under the new code, by comparison, dreams instead came true for 21st-century schoolchildren and for adults, too. Here was the structure, thinking, and motivation of 21st-century schools as I saw them in my Sixth Vision:
Structure: A highly ordered presentation of knowledge, class lectures starting with bare percepts and integrating those many percepts by common denominators into a few timeless concepts for rapid absorption and permanent retention of knowledge. Knowledge was power. Through building timeless concepts, the child retained all that he learned in school. Moreover, he knew how to integrate to build piece by piece onto his base of concepts -- to build more and more knowledge and power throughout his life to "create great values for society".
Thinking: The child was taught to integrate. He discovered why his mind was infinitely superior to all other animals. He integrated knowledge through common denominators from random percepts into structured concepts. He learned to integrate a few large concepts, not memorize many specific percepts. Thus, that child retained magnitudes more knowledge through integration. The child grew competent, competitive, powerful to create marketable values for society.
Motivation: The child knew with certainty that he could make a difference, for knowledge was power. The child felt certainty and power. He naturally became motivated for more, for superchild could now grow up to become superman or super-woman. The child felt like dynamite! The thrill for life, for expanding awareness and control, built momentum. He felt more and more power to someday be used to do great things for society and make great wealth -- every child's dream. Dreams became focussed and closer. The child became highly motivated.
Tomorrow's super child easily became a genius of society who, with his peers, made us all rich through brilliant technological breakthroughs that drove prices toward zero and buying power toward infinity as in the computer world. For the most part, our children saved the world.
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