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Core Knowledge Module III

 

Andrea Bowe Page 0 5/6/2007


 

Core Knowledge Area Module Number 3:

Principles of Organizational and Social Systems

Depth: SBSF 8320 Current Research in Organizational and Social Systems

Ph.D. in Education and Leadership, Self-Designed

Faculty Mentor & Faculty Assessor:

Amie Beckett

Student: Andrea Bowe

Walden University

April 2007

 

Table of Contents

Table of Contents            1

Introduction 1

Depth: SBSF 8320

Current Research in Organizational and Social Systems:

Annotated Bibliography: Chaos Theory & Open Systems 2

Chaos Theory & Open Systems: Synthesis 37

1. Variables and principles of open systems 45

Theory and Motivation 46

2. Bio-synchronicity in open systems 50

3. Bio-synchronicity as the foundation for creativity 55

Conclusion 62

References 66

 

Introduction

     The concepts and perspectives on general systems theories, chaos

theory, and quantum physics presented in the Breadth section will be

further explored in the following paper. The focus of the Depth section

will be to investigate research on radical changes in educational

methodologies to include teams, a natural part of life, and student

choice and interests as functions of living systems that allow growth

and feedback. Open systems that grow and change with this feedback will

be the subject of this investigation into both cognition and the

anatomical and nutritional basis for intelligence (Reiss & Marino,

2001), (Ornstein, 1997), (Le Doux, 2002), (Vertosick, 2002). The Depth

section will address this need for a new perspective in socio-cultural

and educational excellence by preparing an annotated bibliography of at

least 15 recent texts or articles that address ways and means 21st

Century educators have incorporated technology, constructivism, and

teamwork into both new curriculums and new ways of assessment (Karpov &

Bransford, 1995). From metaphors to

portfolios, from design workshops to simulations, the use of

constructivism or hands-on learning centers may be the answer to

increasing student entry into STEM: Science, Technology, Engineering,

and Mathematics, especially in the minority and female populations

(Gardner, 1999), (Dils, 2004).

 

 

Annotated Bibliography: Chaos Theory & Open Systems

 

 

 

 

Ansary, T. Many kinds of smart. Retrieved March 7, 2007 online Journal::

http://encarta.msn.com/encnet/features/columns/?Article=multipleintelligences.

 

     What constitutes intelligence and how is it measured? This is one

of the questions addressed by this columnist and author of over 37 books

on the subject of multiple intelligences. He also considered the many

different ways intelligence is measured. Several ways in which standards

are found to be unnecessary and measurements of intelligence are

arbitrary are documented. Is it wise or sane to continue to teach in the

ways that were accepted by an industrial age bent on destructive

tendencies that cannot be supported by the Earth's biosphere? From

Gardner's theories in the 1980s to studies of brain-based research into

the 21st Century, these theories will be important considerations if

children are to be given the best input for intelligent and

metacognitive behaviors to be implemented in the classrooms of the future.

     A critical analysis of this study of the nature of multiple intelligences,

as mentioned by Gardner, points to the necessity for reforming

education to include all types of learners.

If music and art, not mathematics and language, are the

true reality, why do we continue to use outmoded methods

and test procedures that test nothing but one

kind of intelligence or skill level? The whole

child needs both self-esteem and the ability to have a positive and interactive

affect on its own ecological system. How can ideas

like No Child Left Behind fit the idea of

multiple intelligence and the ability to master

that must be allowed and encouraged first as a poor

try, so that later mastery may result? These and

other thoughts come to mind in examining the basis

for measuring intelligence and how this base will shift and

change to embrace new paradigms that may well leave

old viewpoints behind. This type of intelligent

action will be a function of schools that promote

learning, not students that are programmed

to believe only what their teachers want them to,

whether it be true or not.

Most grading systems today are based on old

understandings, not on the truth behind

quantum physics and brain-based research.

This article was very important to analyze in terms of the differing ways

intelligence may come to be measured

in future schools. It was concise and to the point

and brought into focus the wide range that intelligent action can take.

 

Cooper, P.G. (Apr-Jun 2006). The changing nature of the educational process.
     Nursing Forum, 41(2), 47-48.

      This article points out some of the most important ways that

teaching must change to include the new technologies

if the lack of nurses and a lack of proper training

endangers the 21st Century health

system. Phyllis G. Cooper is a nurse

herself, and she uses her experience to point out how

this lack can be remedied. Many nurse leaders concerned

with the changes that technology has caused and how

and why the educational process must change along

with the science may benefit from this article. Cooper

stresses the need for beginning with very early

childhood educational methods, as even infants are

seen to progress using the new games

designed for them by the new technologies.

Elementary through high schools are still teaching in

traditional ways, using book, lecture, storytelling, power point, video or

computer. These ways of teaching are mostly learning experiences

defined and managed by the teachers and

student input. This creates a lack of self-motivated learners.

Increasing feedback and utilizing simulations

can renew interest in entering the health profession

and other professions with immediate need of skilled learners.

The fact that there are technology-based toys for infants,

providing early learning experiences in many areas, including art,

music, general knowledge and critical thinking skills, means that the

new technologies provide opportunities for problem solving and little

constructivist learners to have immediate input and response. The reward

of more and more complex toys and levels of complexity make intrinsic

motivation available without the stress of age levels and grading curves.

Ms. Cooper specifically addresses these kinds of toys in her article.

      According to Cooper, the fact that the children learn at their own

pace is even more significant. She defines mastery learning as

defined in 1971 by Block and she shows how this technology-based learning is

not defined by age, as schools have been in the 20th Century, but by

the basic premise that, given enough time and experience with the

information or skill to be learned, most people will be able to master

the skill. This occurs best when there is no time limit set

for acquiring the skill and supportive

experiences are immediately available to the learner.

      The technology age creates a natural environment for mastery

learning because children of all economic divisions have access to toys

stimulating early computer learning. Words are not even necessary to

attain mastery of technological interfaces, as "point and click," "drag

and drop," and "up one level" enter the language of the 21st Century

child, who can implement technology with the intuitive or

psychocybernetic capacity to master the computer with clues from avatars

and clip art faster than any adult who has not been immersed in the

digital age.

      Cooper also points out what happens to the learner who becomes

frustrated when encountering interfaces that are not as quick or

interesting as the media blitz in which they live and breathe.

Modernization of teaching methods does not mean just using computers. It

means a redesign of the entire educational process, so that the child

entering the educational system is not asked to give up their joy and

metacognitive skill level merely to fit into established patterns of

learning.. The Multi-tasking or M generation will require information

processing merged with entertainment and technology.

Using teams and simulations are also described as a

professional and interesting addition to teaching and learning.

      The conclusion Cooper draws will impact not only nurses. The

challenge of creating a sufficient supply of nurses is the same

challenge of creating a sufficient supply of teachers in all

disciplines. Directly relating this challenge to utilize technological

advances to encourage and excite young learners with the need to find

low-cost alternatives to traditional systems of learning will advance

the educational system.

Daly, M., Wilson, M. & Vasder, S. (2001). Income inequality and homicide
      rates in Canada and the U.S. Canadian
      Journal of Criminology. 43,
219-236.

      Examining the undisputed link between income inequality and

homicide rates, these researchers documented how many Canadian and

American cities and schools have suffered the effects of children raised

in generational poverty, who spend every day with symptoms usually

attributed to veterans who have seen combat duty. Survival becomes the only

important knowledge base for these children, who often do not literally

know if they will sleep in a real bed or in the back seat of an old car

on the road to somehow escape another day of domestic or inner-city

violence. Income inequality is seen as the primary reason for inner-city

violence. To respect the child is

to encourage the child. Following the child from two and up within a

matrix created by the child and parent in concert, teaching teams by

simulation on a computer interface that can be isolated from outer

influences or access, children can be protected as well as stimulated.

Even a very young child without words understands the hands-on

motivation of game boys. "Point and click" and "up one level" are

understandings absorbed from technological interfaces that are as

familiar to the child in the industrialized world as the

connect-the-dots coloring books were to the baby boomer generation.

Computers are mastered easily by the 21st Century child with home

access. Sharing technology with even the poorest homes is a goal set by

such corporate giants as Microsoft. Poverty hastens a lack of

interaction with capable peers in middle class or rich homes, and could

inhibit later ability of the child to enter that arena of public schools

as other than a combatant for survival. The access to technology provided

in the digital age may well solve some of these inequalities,

as income can be generated online without startup funds,

and a global internet provides an opportunity to become

an editor, musician, or blogger with free email and web pages

available to anyone who has a library card

or a friend with a computer. If inner city violence can be solved with more

global and cultural equity, then even those raised in generational poverty

have a chance at success in the global sphere.

Successful accomplishments are a guide to a self-esteem that will

allow the individual to achieve the potential available to all.

 

Emoto, M. (2005, Trans. into Eng.). The secret life of water.
     
New York, Korea: Atria Books.

Emoto, M. (1999). Messages from water [Mizu kara no dengen].
      Tokyo, Japan: Vibration Kyoikusha.

      In the very first years of the 21st Century, a group of scientists

coordinated their research on quantum physics and created a modern

underground movie revealing the tenets of quantum physicists to the

general population. Six different countries contributed footage. The

pictures of a water molecule from an electron microscope after freezing

by Emoto reveal how the words or emotions of the human organism affect

water. Love is a word that creates a beautiful snowflake-like molecule.

Hate creates ugly and misshapen molecular forms. These two texts and

offerings from the Japanese scientist and photographer who documented

electron microscope photos of water molecules shed more light on the

realm of the microcosmic particle and how it can be significantly

affected by the very thoughts and emotions of the observer. If the human

body is made up primarily of water (the brain is 75%, the body 70% sea

water), then it follows that the most important ingredients for life,

water and salt, would be subject to natural laws of living systems, i.e.

that the tendency toward chaotic synchronicity is not a breakdown into

simpler parts, but rather a buildup to more and more complex organisms.

Anyone who wishes to observe how much the interaction of what Humphrey

referred to as nouons proceeds in a changeable world, simply look at

these intricate pictures of a simple molecule.

      "Water has memory and carries within it our thoughts and prayers.

As you yourself are water, no matter where you are, your prayers will be

carried to the rest of the world" (Emoto, 2005, 6).

What is the best water possible? This question will create healing

solutions when applied with positive intent and the faith of knowledge.

      "The act of living is the act of flowing. If a dam is built in a

river to stop its flow, the river will die. Likewise, if the flow of

blood gets damned up somewhere in our bodies, it will mean the end of

life. The same is true for cities and countries. ...Just like water,

people must always be allowed to flow freely" (Emoto, 2005, 7).

      "An important aspect of hado medicine is that the human body is

considered to be a universe of its own. Our bodies consist of some 60

trillion cells, each carrying out its specialized responsibility while

simultaneously harmonizing with other cells in a wonderful way to make

us who we are. ...the organs, nerves, and cells of the body have their own

unique frequency. The body is like a grand orchestra consisting of the

harmonization of various sounds. When something goes wrong somewhere in

our body, there is discord with one of the sounds. And when even one

sound is out of pitch, the entire composition is

not as it should be" (Emoto, 2005, 52).

      The effects of thoughts and emotions

on water molecules that this study examined

is possibly one of the most interesting breakthroughs

in modern science because it shows the relationship between

matter and thought. Society and individuals affect

each other and thus the responsibility for social and economic

inequities must rest squarely on the shoulders of all stakeholders,

teachers and students alike.

     Therefore, in the 21st Century

schoolroom, peers and their ability to impact others

in their environments, even with their very thoughts, will

have to be the subject of further research. Teen violence

and suicide rates may begin to decrease

as society itself begins to take responsibility.

This study is a very effective way of illustrating the

interaction of the human child with its bio-system..

Green, D., & O'Brien, T. (2002, June). The internet's impact on
      practice and classroom culture.
      T.H.E. Journal Online, Feature. Retrieved August 12, 2002 from:
      http://www.ascd.org/readingroom/edlead/9404/dwyer.html

      Documenting the varied ways the internet has impacted teacher

educational and curricular activities since the advent of the 21st

Century classroom, with internet access and Microsoft programs for free

at library and school, this article focuses on how the culture of the

classroom itself has been affected. The way in which teachers have

adapted their styles of teaching includes curriculum accessed and shared

online, lesson plans that can be easily set up and reproduced for hard

copies for students to take home, or e-published for ease of access to

any child doing homework with internet access. The use of web quests to

teach has also increased time the teacher may spend in personal

connections and mentorship with the students.

      The critical analysis of this study indicates that

a new variable has been cited as free internet access allows

for new and more creative learning methodologies.

Access to technology only available to large corporations in the

20th Century has become the arena of even the very youngest child,

whose entry into the digital age is limited only by others’ faith

in their astounding ability to master the computer as children

of yesterday mastered the go-cart. This easily mastered game

technology offers a way to interact without even learning to read.

Graphic arts and computer software that simulates real-world situations,

within both the traditional classroom and any new

science of open systems learning centers,

can supply a cost-effective, unbiased, and non-threatening

adventure in learning. This article therefore pointed out

one of the most glaring omissions in classrooms designed

by 20th Century mechanistic and materialistic science,

the absence of faith in a poor try becoming a good try.

Instead, these classrooms deny the child’s potential with

standardized tests measuring only two levels of intelligence

and grades and tracking that shrink rather than grow a healthy,

“bushy,” brain, with many dendrites and connections

formed by music and dance and

artistic, creative interactions from the earliest possible age.

Those in generational poverty without this

access at home could benefit by technology access that could easily

be made available locally in neighborhood learning centers for

even very young children to attend. Providing access and

understanding of new technologies can also

include offering classes for the teacher by the students who

have already mastered many aspects of technology at

home before even going to traditional classrooms.

     These advanced students may also be utilized within the

traditional classrooms as helpers and mentors for those

not yet granted equal access due to multiple factors.

Utilizing each other and the students as members of the

same team can also bypass pre-conceived bias on the part of all stakeholders

and can contribute immensely to the atmosphere of trust

where the self-esteem necessary for increasing metacognitive

and critical thinking skills in any population can flourish.

Hockfield,S. (2005, July) An uncommon celebration.
      Technology Review: MIT's Magazine of Innovation.
      Retrieved, April, 2007: from:
     http://web.mit.edu/hockfield/speeches/2005-inaugural-address.html

      “Our challenge now is to create a broad, welcoming harbor

that has room for every boat.” As the first woman president of

MIT, Susan Hockfield's analogy of MIT

as a safe harbor for many boats echoes the child's own innate joy

in new discoveries and diverse learning modalities.

Together, we need to be that inspiration,

to reveal those truths and those pathways to the next

generation. We need to be

the spark that ignites the passion

of every child who wants to grow up

to make the world a better place. We need to reach those

young explorers and bring them with us

on the great adventure of discovery and innovation that

is the soul of MIT.”

The encouragement that this gives women

to enter the fields of Science, Technology, Engineering and

Mathematics is in offering up a role model of successful competition in

a world too often dominated by a majority of men. Each child begins at

birth a personally-guided tour on the Ship of Discovery. Only including

exciting opportunities for future students, especially under-represented

segments of the population such as the very young child and minorities,

will solve the gap of the digital age, as more and more children gain

access to laptops and game boys for educational sharing of unique and

potent visions of real-life and effective reality zones that will

benefit the community through Projects that are

carried out by the students themselves.

     Thus, this article offered valuable insight into the current paradigms that

have launched a new and increasingly female involvement

in the areas formerly occupied by men. What is called

STEM, or the areas of Science, Technology, Engineering

and Math, had been traditional male areas in the 20th Century.

In the 21st Century, however, this dearth of

involvement by females and minorities may

be easily solved, if constructivist learning centers

can replace mechanistic approaches to education with

the safe harbor for many boats mentioned as a metaphor for a new

paradigm that includes each individual learner as a valuable addition

to the resources of the whole scientific community.

That is why this aiticle is included, to show how

this new paradigm views education as a Voyage rather than just a destination;

synthesis itself is the safe harbor where many boats may shelter.

Hodges, D.A. (Sept. 2000). Implications of music and brain research.
      Music Educator's Journal. 87(2), 17-22,

      This article includes a fascinating amount of information on

neuromusicology. Hodges cites the latest data concerning the brain's

musical ability. From conception, scientists have found that the

brain is sensitive to music. The sound of the

mother's voice is what the baby focuses on from birth and even in the

pre-natal stage. Music can create soothing lullabies for restful and

peaceful meditations. The young child is more sensitive to

mathematical and musical input than was previously thought.

In fact, infants before one

year old have been seen to understand the universe,

simply from imitation and observation of parents and

peers. Those children with many siblings might have a head start,

because of the amount of novel input they accumulate from their first

experiences of others. Lifelong learning is affected by the intense

experiences of the first few years of life and kindergarten may be too

late to correct these mistakes of early childhood learned helplessness.

Without a very focused program of inclusion and restoration of

self-esteem, the youngest children may never recover

their own original, innate, and inborn blueprint for happiness.

Learning a musical instrument affects brain growth to a

staggering degree. Research has shown that we all

have the capacity to participate in

the music of our environment. The musical

brain is the birthright of all human beings,

so that all members of society, from cradle to grave,

stand to benefit from being musically involved.

      Thus, this study examining the overview of research

implicating music in brain growth

was a very valuable addition to this Depth analysis.

How can studies linking the "bushy brain" to music and

mastery orientation be included in new paradigms of education?

This question will affect very early childhood educators. How can they

offer increasing access to musical instruments and other

knowledge bases without undermining the natural child's innate

interests and goals? By designing science of learning centers that emphasize

the child's goals, educators can bypass the M Generation's

addiction to game boys and roleplaying games that

emphasize violence and competition over cooperation.

Positive feedback loops may then be established within the

ecological systems that the learners

inhabit. In the cultural and societal,

as well as home and school, environments,

(or ecological systems) in which the individuals live, the only added

ingredient necessary in a recipe for lifetime

learning and happy and fulfilled selves is the

trust and appreciation by others in their immediate environments

for their value as unique individuals with unique skills and goals.

Hogan, K., & Corey, C. (2001). Viewing classrooms as
      cultural contexts for fostering scientific literacy.
      Anthropology and Education Quarterly 32(2), 214-231.

      “Four vignettes, drawn from various stages

in the process of designing and doing a science experiment, revealed a variety of

fifth-grade student perspectives and interactions within the context of the

composite culture we created to blend our pedagogical goals and classroom

constraints with a view of science as a collective enterprise”

(Hogan & Brown, 2001, 230).


      “We attribute our students’ reactions to using

some of the sense-making tools of science, as modified and presented within

the composite culture of the classroom, at least in part to conflicts between

individualistic—oriented ideologies of school to which students are firmly

acculturated, and the collective-oriented ideologies of the scientific

community we chose to emphasize” (Hogan & Brown, 2001, 231).

      The research topic is an examination of contextual scientific

thinking in a fifth grade class.

Aspects of both case study and ethnography are present.

The authors used literature to support their study’s need,

to support methods and curriculum used,

to support data analysis techniques,

and to support their interpretations of the answers.

      Thus, the literature facilitated a context

for the study and informed their analysis,

as well as the methodology used by the teachers’ interactions with students.

Field notes, videotape, audiotape, peer reviews, interviews, semester-long participation in scientific evaluation,

all these factors helped to facilitate this study.

However, a critical analysis of this study

would seem to indicate that the dichotomy

between a scientific paradigm that encourages

cross-disciplinary research and one that does not

is one of the least–addressed in the literature and

one of the most important in creating

an atmosphere within the classroom of teamwork and

cooperation, a necessary part of life and learning.

 

Hunt, P., Soto, G., Maier, J. Liboiron, N., & Bae, S. (2004)
      Collaborative teaming to support preschoolers
      with severe disabilities who are placed in general education early
      childhood programs. TECSE, 24(3), 123-142.

      Researchers in 2 studies investigated the effectiveness of a general

education collaborative teaming process in increasing the engagement,

development, and learning of preschoolers with severe disabilities.

These children were placed in general education early childhood programs

that operated under a team-teaching model. The process included monthly

team meetings to develop educational and social supports for targeted

preschoolers. The educational team members then collaboratively

implemented the ideas they developed together as a support team. Study 1

focused on 3 teams composed of early childhood and special education

teachers, instructional assistants, speech/language therapists, and

parents who supported a child with significant disabilities attending

one of the 3 participating preschools.

      Study 2 extended the collaborative teaming model to include

all preschoolers with disabilities attending one of the preschool

programs from the first study that required intensive levels of support

(4 children). The effectiveness of the collaborative development and

implementation of support plans and the extent to which the

collaborative teaming process was judged to be useful in producing

positive child outcomes was evaluated in both studies. Teams were found

to be of help to each child and the support of the team members helped

make the inclusion of disabled children in the normal classroom

situation less stressful for the teachers and their students. Inclusive

education occurs when young children

with disabilities are members of the same classrooms and

community settings as their typically developing peers.

      This study was very effective in establishing the team

as a necessary ingredient in successful learning.

A team includes all the necessary feedback to model

open systems that can grow and evolve along with the children they serve.

Emotional involvement and communication

are also very much under-studied variables in educational

circles, but ones that may well be the determining

factors in success or failure,

especially for the developmentally disabled

who enter traditional schoolrooms.

      For these and many other reasons,

this study is valuable and should be

offered as an approach to education that will

include teams for every child, whether they learn slowly or quickly.

 

Li, Y.L. (June 2004). A school-based project in five kindergartens:
      The case of teacher development and school development.
      International Journal of Early Years Education, 12
(2), 143-154.

      In this study, the practice and belief of a group of around 60

teachers were tracked. The merits of peer coaching,

mentoring and collaborative teamwork were examined.

Classroom observations and semi-structured interviews

(40 to 60 minutes) were adopted as the main research

procedure. Teaching records, videoed teaching episodes, and

feedback on project workshops were sources

of data collected for triangulation.

The findings of the study suggested that collegiality

holds some promise for change in teachers' practice.

The presence of an encouraging mentor from among one's peers

explains how this study incorporates the use of

Vygotsky's ZPD and also the intent found by Jung and

Maltz to be the most important variable in having

fulfilling interactions with others. Questions concerning

the constancy of change were seen by this study to be

of concern. The potential for successful peer

collaboration will also benefit by the inclusion of

a simple methodology that anyone, teachers or students alike may

benefit from in the area of staff development, if

used collectively and with positive feedback loops

established that can only produce open systems with

quantum physics perspectives on growth.

      Li said that some researchers have suggested that, in order for

teachers to grow as professionals, schools should be transformed into

communities in which self-renewal through collaborative networks

supports instructional improvement. Of particular importance is

acknowledging participants' existing beliefs and practices. The current

study employed an inquiry approach. With this approach, the participants

determined their individual and collective goals, experimented with

practices, and engaged in open and trusting dialogue about teaching and

learning with colleagues and outside facilitators.

      This study was effective in pointing out how important

self-esteem is to the learning process,

in teachers’ early classroom experiences. Models for

optimum growth in both child and mentor

need to be addressed. Therefore,

Li's research offered a very good model

that may well launch more effective research in this

field that has been under-studied and is therefore

under-determinable in terms of new paradigms.

Renee, P.M., Snyder, J., Schrepferman, L.M. & Snyder, J. (Sep-Oct. 2005).
      The joint contribution of early parental warmth,
      communication and tracking, and early child conduct
      problems on monitoring in late childhood.
      Child Development. 76
(5), 999-1014.

      This study was a longitudinal examination of 267 boys and girls.

WCT is defined as parental warmth, communication, and tracking.

Monitoring child conduct problems from early elementary school at age

about 5.5 years to late elementary school, age 9.5 years, this study

indicated a relationship between WCT in early childhood

and reduced incidence of conduct problems into the first

grade. WCT was also prospectively associated with effective

self-monitoring into the third and fourth grades. The results of the study were

described in a transactional model of parent-child relationships and

child problem behavior. Overt conduct problems in

kindergarten and a growth in covert problems during kindergarten and

first grade were also associated with less effective later monitoring.

This study is one of the clearest indications that parental involvement

and interest is more important to the early childhood learning

experience than is usually accepted in the educational community. Each

child has parental warmth as a catalyst for the development of

self-esteem. Communication is also an important

factor in the development of a mastery

orientation and achievement motivation.

     Pointing out the ability of hugs and

communication to expand Vygotsky's ZPD

to include the fixing of behavioral problems before

entering school, these researchers also document

the need to provide more input

and support for parental involvement

and interest in the child in both long- and short-term

school relationships.

      Modeling positive discipline that includes the wishes and

input of the child may also be a factor that is under-studied

in the research. How can blocks to the flow of learning

be included in these tracking models, as the influence of the teacher

is probably also not included in this research? These

and many other good recipes

for lifelong learning models need further studies!

Stacey, R. (2005). Affects and cognition in a social theory of
      unconscious processes. Group Analysis, 38(1), 159-177.

      What constitutes intelligence? The theory of mind describes an

area of research focusing on the brain's ability to understand mental

concepts such as desire, belief, the existence of others, and the difference

between the appearance of things and the reality of things. On the level

of quantum physics perspectives of the truth of

reality, dependent not on an eleatic or static view of the universe,

but on an observer-dependent view of infinite

possibilities, where anything is possible and the scientific method

is found to be biased. The acceptance of reality as a

wave form instead of a particle, or a

musical interlude versus a boring, macrocosmic,

limited-by-death, experiment in

human suffering, frees every individual to become, through intent and

practice, a master of anything!

      When the organism or system in question allows flow among

its members, harmony results. This is the function of feedback. Advances

in the study of infant cognition systems challenge the definition of

intelligence. Is a person's ability to solve problems, utilize logic,

and think critically, the typical measure of raw intelligence? Howard

Gardner's theory of multiple intelligences suggests that it is actually

made up of autonomous faculties that work individually or in concert

with other faculties. Creating a simple methodology of feedback and

choice will bypass the blocks to a freely flowing and viable system of

global creativity and future accomplishments.

      This study effectively linked the unconscious processes

with the ability of the child to

become a contributing part of the group or

ecological system they inhabit. If the society or group itself

is not functional, how can the growing child become functional?

      Just as Vygotsky explored the ZPD and its functional

purpose in childhood development, so this author explored

the relation of the brain and its processes to the

group or social system within its individual

ecosystem. This research is valuable, because it opens the

human individual to the system or group it inhabits and helps to

explore the ways these variables and funstions interact.

Cooperation produces group flow, as does an unbiased observer

practicing qualities of compassion and interest in uniqueness.

Strogatz, S. H., & Steward, I. (1993, December). Coupled oscillators and
     biological synchronization. Scientific American, 269(6), 102-9.

     Although this article is not from a peer-reviewed journal and it is

somewhat dated for the requirements of this annotated bibliography, the

continuing research documented in a recent text by Strogatz (2003)

called SYNC, makes this research important to document.

The questions addressed concerning the functionality

of synchronization may be the best way that the

perspectives of quantum physics and electromagnetics be introduced to

the student. What is the answer to including chaotic and creative uses

for education in the 21st century matrix that includes more

technological innovations at a more rapid rate of inclusion in lifestyle

choices than at any other time in the history of humanity and the future

of the global sphere? Species degradation and extinction is increasing,

as humanity's consciousness becomes more aware of the effects of

short-term decisions based on greed and habitat rape and destruction.

      Some solutions are to be found in

replacing rain forests by selling trees that are

planted and nurtured as habitat restorations for twenty or more years.

Just as the methods of constructivism emphasize a student's ability to

solve real-life, practical problems through a hands-on approach, the

theories of chaos and sync emphasize the unique contributions of each

member of a team or species to become synchronous, just as any living

system is found to be creatively chaotic while still capable of harmony

without repetition. The example of an orchestra that plays the same

piece, but never the same way twice, is

Strogatz's sample of chaotic synchronicity. What do the pendulum and the

firefly have in common? Including the quality found in the rhythmic

pulse of a firefly with the variable of the rhythmic amble of an

elephant, the antics of birds and bees, ants and gazelles, the authors

produce a model of behavior that produces chaos that syncs, like an

orchestra with many instruments playing in harmony. Eco-habitats may be

seen as not only bio-synchronous but also musically intelligent systems

producing and affected by electromagnetic wave forms of unique

symphonies.

     This study illustrated the need for re-introducing music

and the playing of instruments as essential

for human growth at the earliest age possible.

Almost every study has linked brain functions like

cognitive ability with access to stimulating avenues of learning that

can only be provided through the musical and artistic

avenues. These are still mostly ignored by contemporary educational systems,

despite the enormous volumes of research that link imagination, appreciation, and

self-motivated practice at any task to both metacognition and self-esteem.

Through focused practice, one becomes a master,

not through being tracked or labeled throughout life

with the bias of the past attempts to become a master.

All areas of brain growth are enormously

improved in students who take up the practice and mastery of an

instrument. Many research studies support the healing power of music, as

well as pointing out some of the basic principles and perspectives of

cognition to the developing brain. Therefore, this

study offered some of the most valuable insights into these

links and variables affecting cognition and

bio-synchronocity. If music itself is the determining factor in reality

as we know it, then why are the children being denied

this avenue of learning? Just as fireflies attain this quality,

so can the children of the future utilize harmonies not

yet seen and synchronicities not yet envisioned by a

materialistic paradigm.

Wetherby, A.M. et al. (2002, December 1). Validity and reliability of the
      communication of the symbolic behavior scales developmental profile
      with very young children. Journal of Speech,

Language, & Hearing Research, 45(6), 1092-4388.

     Three studies were conducted to evaluate the reliability and

validity of the three measures used in the Communication and Symbolic

Behavior Scales Developmental profile (CSBS DP). The authors of these

studies used multiple regression analyses that indicated the CSBS DP was

a valuable screening and evaluation tool for identifying children with

developmental delays at 12 to 24 months. Their research also indicated

that developmental delays in infants and toddlers were not being

identified. This prohibits, according to their conclusions, the

provision of early intervention for many children and families who were

actually in need of such services as were mandated by the IDEA or

Individuals with Disabilities Education Act. According to the 22nd

Annual Report to Congress in 2000, 11% of school-age children received

special education services, but only 4.9% of preschool children received

special education. Only 1.6% of infants and toddlers received early

intervention services.

     The authors said that these statistics indicated a need to improve

early identification procedures in very early childhood. Identifying

these young children is, according to the authors in these studies, one

of the most critical issues facing those required to implement the

Individuals with Disabilities Education Act. The authors stated that

children with delayed communication skills needed to be identified even

earlier, before language develops. They also found that the relationship

between language and play was so important because play forms a context

for language learning.

     The authors' investigation was part of an ongoing longitudinal

study of the Project called FirstWords. The first goal of this project

was to screen over 5,000 children between 6 and 24 months who

represented the demographic composition of Talahassee,

Florida. Children who had not yet been identified as having a

developmental delay were the target population. The second goal was to

conduct a follow-up evaluation annually for ages 2 to 5 years old on at

least 500 children who were under 24 months of age at the time of the

first or initial contact. The purpose was to study the relationships

between prelinguistic communication measured under 24 months, and

language, cognitive, and emergent literacy skills measured during the

preschool years. The families of children in the bottom 10th percentile

and children (randomly selected), performing within normal limits on the

screening checklist, were those invited to do participate in a follow-up

study. The sample thus included both children developing typically and

those with mild to moderate developmental delays.

      The study reported findings from the screening of the first 2,500

children and follow-ups on about 250 children at 2 years old. The

standardized language test was conducted by an ASHA certified

speech-language pathologist in a small, child-friendly, clinical room

for one hour. The ASHA-certified interviewer used the Preshool Language

Scales-3 (PLS-3) or the Mullen Scales of Early Learning (MSEL) to

measure receptive and expressive language.

     The authors of these three studies concluded that their findings

supported the use of the CSBS DP as a screening and evaluation tool for

children 12 to 24 months. It maximized the role of the family in

evaluation with what they judged to be cost-efficient parent report

tools. They were concerned that the results indicated that, unless

better measures are used, children who will require special education

when they get to school age will be missed. The test procedure they used

determined if very young children might be developmentally disabled in

order to recommend the use of early intervention, especially in homes

where generational poverty or non-English speaking households

were found.

     Do the current tests for very young children produce valid results?

They found that no really conclusive results could be obtained, due to

the presence of too many variables in the test population.

However, the test as it exists was found by the

authors to be a valuable resource in the sense of some results that are

apparent that might indicate the need for more constructivist exposure

at earlier and earlier ages.

     The IDEA is the law mandating family-centered practices for infants

and toddlers. The eligibility for family services at the time of this

article's publication is determined for early intervention services by a

range from 1 to 2 standard deviations below the mean. To improve the

effectiveness of scales used in early identification of children with

developmental disabilities, the authors determined that eligibility

criteria must become more realistic and identify more of a proportion of

children who need help. Because 10 to 15% of school-age children have

disabilities, earlier identification of the majority of children who might

require special education at school age.

By setting the cutoff at 2 standard

deviations below the mean, which corresponds to the bottom 2nd

percentile, most of the children who will require special education,

according to the findings of the authors in this study, will not be

identified in time for early intervention to be successful. When they

get to school age, they will continue to be missed and under-identified

with the current structures and limitations of the social system.

     According to the authors, the CSBS DP Infant-Toddler Checklist, CQ,

and BS were designed to measure seven prelinguistic skills: emotion and

eye gaze, communication, gestures, sounds, words, understanding and

object use or play. The CSBS DP was nationally field-tested on 2,188

children for the checklist, 790 children for the CQ, and 337 children

for the BS. Study 1 used interrater reliability data and retests for

about one-third of the samples. The reliability raters were not informed

as to whether the sample was an initial sample or retest.

Researchers utilized Pearson product moment correlation coefficients (r)

to calculate the relationship between the test and retest scores.

      One of the limitations of this study was the lack of representation

of families from lower socioeconomic status levels. There seemed to be

significant differences between families of different socioeconomic and

social classes in word comprehension, so this omission may have

radically affected the results. However, the test as it exists

is valuable in the sense that it definitely indicated the need for more

exposure to Problem-Based Learning or constructivism at

earlier ages than currently considered in the curriculums.

Also, the advantage of including parents in the testing

of very young children is made apparent.

Without considering the ecological systems

and cultural systems of the individual child, as well

as developmental delays caused by physical and emotional

factors, no real connection to the child or their unique

behavioral patterns and learning styles can be

established. Nutritional factors also need to be considered,

so that all variables in a recipe for

wholeness may be addressed and utilized

in the very early childhood experience. In the last decade

of the 20th Century, "traditional" classrooms required

earlier and earlier testing, as what was considered

third grade learning became kindergarten material.

Programs such as Head Start helped prepare the

children to enter the system called 21st Century "formal" education.

Wood, F. B. (1998). The n-dimensional knowledge proximity approach
      to technology assessment: The case of electromagnetic
      systems. ISSS Proceedings, 1998.

      After founding the Computer Social Impact Research Institute, Inc.

in 1979 in CA (CSIRI), Dr. Fred B. Wood, the inventor of modern radar

for WWII, who worked for MIT and, later, IBM, for thirty five years at

the interface between hardware and software.

Dr. Wood spent many years in independent and unfunded

research. As the only major contributor to both

his own non-profit and others he co-founded such as the

ERS (Earth Regeneration Society), his contributions have gone

unsung. With Alden Bryant, Dr. Wood offered a plan

to reverse global warming as early as 1991, with the self-published

Whose World to Lose?, presented in Rio. Dr. Wood was one

of the co-founders, along with Dr. Ludwig von Bertalanffy,

of the former Society for General

Systems Research that is now known as the ISSS.

     In this paper on technology assessment presented

to the ISSS (International Society of Systems Science)

at their 1998 proceedings,Dr. Wood offered

a methodology for including many different

perspectives and out of the box solutions to the problems of

creating open systems in any science or organization.Dr.

Wood offered this approach to problem solving by

including variables that others might have missed by visualizing a green cube of

evolution, looking at the problem from many different perspectives that

can include science, philosophy, religion, or any other discipline that

has its own perspective..In this cube, shaped like a grid with three axes,

each side includes a group of disciplines that

are located by letter of the alphabet and

number, giving different perspectives on any question that affects

dynamic systems. Visualizing a large refrigerator box,

where the missing refrigerator represents the center or design problem

and the sides represent the sides of the cube, is an

easy way to access this information system in the mind's eye.

Access to the center, where all knowledge combines in

what we define as our reality, is always considered from more than one

perspective or discipline of science, mathematics, engineering, music,

compassion, etc. This approach can easily bypass the realms of accepted

knowledge and thereby eliminate some of the dangers of

biased viewpoints based on commonly accepted paradigms.

     Dr. Wood observed that reality itself may actually be a holofield

or musically intelligent bio-synchronous system. Each individual being

within this holofield, in Dr. Wood's definition, is

coded slightly differently with their own unique Galois

polynomial and defined further by the biological and spiritual wave

formations indicated mathematically by two roots from Maxwell's

equations. The quantum view

of reality is defined by the individual observation and

belief or experience at the center of each unique ecological system.

      Each individual being is a circuit in a bio-synchronous,

electromagnetic, infinitely chaotic, non-determinable, yet mysteriously

harmonic flux, just as the individual cells in the human body function

together in harmony. Music has existed since men first walked upright,

and probably before, in the sound of water over rocks on an untouched

streambed, or the bubbling of the vortexial and living water that kept

the Hunza alive and healthy until 140 years old. Is youth a function of

living water, allowed to flow unhampered through the veins of the earth

in a symphony of understanding and joy fountaining into life in harmony

with itself? Does fear, hate, anxiety, anger, and other emotion create

harmful dis-ease within the heart, causing blockage and death? Is being

thankful for life more important than even adequate water and nutrition

in a formula for vibrant health and healing abilities?

      Perhaps each of these questions

can only be answered individually, because beauty is in the eye

of the beholder, as is joy. This individual paradigm or perspective

overlaps and coincides with others who interact within the child's

ecological system. and are often viewed from the

different viewpoints or perspectives of several

disciplines. Just as Lorentz, one of the harbingers of chaos theory, was

both a mathematician and a weatherman, so scientists like Dr. Wood and

Ludwig von Bertalanffy investigated many disciplines that overlapped,

helping to define organismic biology and the theory of living systems.

      As Gleick's Chaos Theory is often defined by the Butterfly Effect,

so systems theories may be defined by the dimensionality of the spider's

intricate web. Each segment is unique, yet the same, principles of

intricate harmony and mystical reflection revealed on a dew-dropped

morning in the woods or shining in the windowsill outside.

      What is the nature of intelligence?

Is it musical, magical, and illuminating? Is it static and definitive?

Perhaps the middle way is best chosen, with

elements of both aspects of reality included in the zone of proximal

development provided by supportive and caring members of a team of

educators. Redefining how intelligence is measured in human children may

also encourage measurement and observation of the intelligence of other

species to be redefined, so that dolphins, orcas, whales, and other

creatures may be acknowledged for their own intelligence and languages.

If, using Dr. Wood's green cube of evolution,

human semantics are redefined to include the

language of the dolphins, who seem to speak telepathically with one

voice, then human beings may also be able to redefine their own unique

connection to a natural world. Dr. Wood's theories of whole systems and

advanced electromagnetics, and other social and scientific issues might

present valuable input to future educational attempts to create viable

21st Century schools that learn. Technology is thus

best-utilized through team-based, hands-on, cooperative learning.


 

Depth: Chaos Theory & Open Systems

" By exerting its will, Descartes declared, the immaterial human mind could cause the material human machine to move" (Schwartz & Begley, 2002, 33).

      Gleick (1987), as pointed out in the Breadth section, saw a new

theory he called chaos to be the beginning of a new science. From the

first philosophies of ancient Greece to the many different sciences,

from psychoanalysis to quantum physics, that have evolved in the new

millennium, there is seen to exist in the human being an innate desire to

understand natural phenomena from many different perspectives. What is

the eternal quest in the human experience, but the need to fulfill a

voyage of discovery on the eternal seas of knowledge? To learn through

experience and feedback of the many senses is the untaught way of

natural and free-will-oriented associations that determine

self-fulfillment and ultimate wholeness. New ways of

defining both artistic and musical talent have reformed the way 21st

Century educators view and measure intelligence (Gawain, 1995),

(Hodges, 2000), (Frankl, 2000), (Stacey, 2005), (Jung, 1957.

Recent research shows that it is the hours of practice that one

puts into any craft that ultimately creates the genius and mastery of

any subject (Restak, 2005). Thus, it becomes a necessity to introduce

very young children to a wide range of disciplines and to allow them the

time for practice and reflection so necessary to

implementing increases in intelligence and potential.

Were the guilds of the middle ages one of the best

community answers to developing both metacognition

and mastery orientation?

     What variables determine the quality of early childhood experiences?

Habermeyer (1999), in her chapter on music's power to educate, selected

the work of psychologist Howard Gardner as the biggest breakthrough in

education in the 20th Century. Gardner introduced his theory of

multiple intelligences in the early 1980s. He identified seven, than

eight, types of intelligences. The eighth was that of the naturalist.

Before Gardner, intelligence was believed to be defined only by IQ

(Intelligence Quotient, reached through means of standardized tests).

Contrary to the fixed or predetermined intelligence of the past, we have

a tremendous capacity for learning a variety of things throughout our

lives. The possibilities are enormous in terms of what we can

accomplish! The bad news is, schools tend

only to reward two of the types of

intelligence identified by Gardner: the verbal/linguistic and

logical/mathematical. Six other areas are equally important, but are not

necessarily acknowledged in school. They include musical,

bodily/kinesthetic, visual/spatial, interpersonal, intrapersonal, and

naturalist. The good news is, that musical intelligence is so powerful

that, by learning a musical instrument and studying the arts, the other

seven types of intelligence can be developed at the same time

(Habermeyer, 1999, 138).

      She also pointed to research from 1988, when the International

Association for the Evaluation of Educational Achievement conducted a

test to evaluate the science proficiency of fourteen year olds

throughout the world. Seventeen countries participated, but the US came

in only fourteenth, a sad result considering that America's expenditures

on math and science programs were twenty-nine times that of any other

country in the world. The top three countries in this study were alike

in having music programs as part of the curriculum for students from an

early age, showing that the inclusion and development

of musical ability is a particularly effective way

to integrate creativity with responsibility. This leads to

self-actualization, metacognition, and ultimately, as Jung (1957)

defined it in the previous section, with ultimate selfhood that is whole

(Hodges, 2000), (Hall & Nordby, 1973).

This brings the dynamics of the

organizational and educational systems back to the original question:

What is intelligence and how do children really learn? Gardner's work

and theories, and many other studies cited in Habermeyer's text,

dramatically conclude that "...music may help children learn more and more

readily, beyond the limited contexts in which their musical intelligence

is generally put to use" (Habermeyer, 1999, 139). Neuromusical research

hints at a direct link between music and brain growth, even at the fetal

stage!

      Neurological studies may offer some clues about the foundations of

creativity, metacognition, physical interfaces and emotional

intelligence. The neurological perspective begins with studies of brain

development. Jensen (1998) cites several interesting studies that

explain the development of the human brain. He states that the human

brain weighs about 3 pounds and is large compared to body weight. It is

about the size of a grapefruit and is mostly water (78%), fat (10%), and

protein (8%). Its importance as a critical part of the nervous system

is uncontested, although it has been found that there are more brain

cells in the gut than in the brain itself

(Rubin, 2003). The brain's nerve cells are

connected by nearly one trillion miles of

nerve fiber. Jensen states that the human

brain has the largest uncommitted cortex (no specific function has been

identified so far) of any other species on Earth, although those who have also

studied whales and dolphins might disagree. The human brain is energy

inefficient, because, although it is only about 2% of the body's adult

weight, it consumes about 20% of the body's energy. The blood cells

(about 8 gallons per hour, or 198 gallons per day), supply glucose,

protein, trace elements and oxygen. Water provides the correct

electrolytic balance for the brain's proper functioning. Without at

least 8 to 12 glasses of pure water per day, dehydration results,

leading to lethargy and impaired learning (Batmanghelidj, 1995).

      Where is the most significant impact on later success in school to

be found? It has been shown that the brain cells are made up primarily

of two types. There are neurons and interneurons or glial cells (glial

is Greek for glue). Although glial cells are predominant, neurons are

essential for the brain to work. They have a compact cell body,

dendrites, and axons. They serve to pass on information that flows in

one direction: from the cell body, down the axon, to the synapse. They

make connections. More connections, just as in any system capable of

feedback, make for more efficient communications. Learning occurs when a

cell requires less input from another cell each time it is activated. To

the brain, exercise is doing what it already knows and stimulation is

doing something new. Learning happens on many complex layers at once,

from cellular to behavioral. Chemicals such as serotonin, dopamine and

noradrenaline produce behaviors in a classroom such as attention,

stress, or drowsiness. The internal communications are through peptides,

not synapses. Almost 10% of children under 5 have photographic memory,

as do 1% of adults. The mind is a process, not a thing. It is what the

brain does. It is estimated that the human uses less than 1% of 1% of

the brain's projected processing capacity.

      What then is the behavior seen as intelligence or genius and how

can it be encouraged? The earliest opportunity to prepare a child for

school is in the womb. A developing fetus is very sensitive to stress

and poor nutrition, as most brain cells seem to be produced between the

fourth and seventh month of gestation. These neurons form a vast network

and the developing brain grows so fast that, at its peak, the embryo is

generating brain cells at 15 million cells per hour, or 250, 000 per

minute (Jensen, 1998). This rapid neurological development is primary to

what constitutes intelligence.

      Emotional intelligence is learned mostly in the first year of life.

Children need close, connected interaction and handling, an attunement

(Emoto, 1999), (Habermeyer, 1999). Early troubled relationships could

cause the child's brain to consume glucose that could be used instead

for early cognitive functions. Early exposure to stress and violence

causes the brain to reorganize itself, increasing receptor sites for

alertness chemicals that increase reactivity and blood pressure, making

the child more aggressive and impulsive in school. Many studies have

linked aggression and impulsivity to a lack of early motor stimulation

such as crawl time and also to a lack of musical input,

as the inner ear's vestibular area is seen to play a key role in school

readiness; the lack of such stimulation

has been linked to dozens of learning problems,

including dyslexia (Restak, 2005).

     Research indicates that learned behavior can result in

peaceful coexistence and self-actualization or in human aggression

(Anderson & Huesmann, 2003). It is the desire to fulfill oneself in a

commitment to mastery orientation that results in behavior seen as

genius or intelligence. Talent might create innate desires and goals,

but mastery comes through practice. Giving the child, especially in the

earliest years, when behavior patterns are often set and hard to change,

the most opportunities to have safe but novel experiences with caring

members of an inter-generational team, will create the necessary

environment (or ecological system), for optimal brain growth throughout

life.

     The positive effects of being held, nurtured, and sung to,

especially in infants, was discovered by seeming coincidence, as the

foundling homes in the nineteenth century had 100% mortality rates until

an elderly lady was hired who sang, held, and nurtured each infant

(Habermeyer, 1999). Then the infants thrived! Researchers into

longitudinal studies of a quality they defined as a combination of

parental warmth, communication, and tracking they

called WCT seemed to have discovered a link to

better cognitive development from early childhood on

into the early school years (Renee, Snyder & Schrepferman, 2005).

Discoveries such as these were usually from one or more

forward-thinking and unbiased individuals, showing,

through their actions, the effectiveness

and validity of their belief systems. To include factors affecting

nutritional as well as psychological health in the domain of the young

child and allow them the joy of scaffolded learning without stress or

pre-judgments will aid the implementation of cost-effective methods for

providing stimulating environments necessary for the growing brain. The

ability of a child to thrive in the correct environment will be

dependent on the ability of the teacher or mentor to stimulate and aid

the young learner and to establish open systems of communication and

feedback.

     As the relation between the living organism and the open system is

revealed as a living matrix within both organizational and social

systems, each individual who realizes these connections

can reap the harvest of the qualities of

emergence and synchronicity found in nature and inter-species

interactions. Revealed in recent action research in the fields of

science, education, and technology, the functions of open systems are

seen to integrate technology and humanity, as the worldwide web grants

access to all ages and races and income levels.

This input and the increasing amount of

information has created what has been named the M or Multi-Tasking

Generation (Wallis, 2006), (Scott & Pawson, 2000).

      These principles and functions informing open, living systems have

been described, analyzed, and synthesized in three parts in the Breadth

section, and the Depth will continue this analogy by incorporating

research relevant to the following topics:

     

1. Variables and principles of open systems

     

2. Bio-synchronicity in open systems

     

3. Bio-synchronicity as the foundation for creativity in the natural world

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     The Depth section will use analysis and synthesis to investigate

the impact of these factors on modern research and organizational

systems (Varela, 1999). Research on ways that 21st Century educators

will utilize the principles of whole systems to increase student

engagement will be analyzed. Organizational and social aspects of

education in the 21st Century will be synthesized and integrated with

this theory of living systems (Hanson & Zercher, 2001).

New perspectives and paradigms await the

renewal of the 21st century educational system.

1. Variables and principles of open systems:

Open systems as a function of SYNC.

      What constitutes the quality called SYNC or

Synchronicity? The example of an orchestra may best describe this

quality. Each individual plays a separate instrument, and may follow a

different piece of music, but the whole together

creates a symphony that, through the practice of

harmony, becomes more than the sum of its parts

Strogatz (2003) described this quality and linked it to

Johnson's theories of emergence and Gleick's theories of chaos.

This quality exists everywhere in the natural world and can be

seen in the behavior of fireflies, the amble

of an elephant, the leap of the gazelle, and the behavior

of the stars and planets. The complex world of the atom and

the patterns inherent in nature are closely

intertwined. The qualities of synchronicity indicate

why sacred geometry, mathematical genius, musical

interaction, and creative, team-oriented arts are so closely

inter-related in a truly open system (Strogatz, 2003), (Johnson, 2001),

(Barabasi, 2002).

      Brain-based research implies that all individual

beings have a capacity for synchronous behavior (Jensen, 1998). Many

miraculous occurrences of idiot savant and disabled children who played

piano like masters after very little practice, seem to indicate a

relationship between music and intelligence that bypasses the normally

acquired knowledge base. How both music and the science of mathematics

indicate the link between quantum physics perspectives on reality and

the functions of electromagnetic waves will be described in the

following quotes. As the qualities of living beings that create

emergence were defined in the Breadth by considering the theories of

whole systems that sync, so the ideal of bio-synchronicity will be

defined in the Depth by exploring different scientific understandings of

natural phenomena.

     Steven H. Strogatz and Ian Steward (1993)

described the behavior of fireflies and the

history of the researchers who studied their unique behavior

(Smith, 1935), (Trimmer, 2001). Each insect had its own rhythm, but the

sight of its neighbors' lights brings that rhythm into harmony with

those around it. Just as the methods of constructivism emphasize a

student's ability to solve real-life, practical problems through a

hands-on approach, the theories of chaos and sync emphasize the unique

contributions of each member of a team or species to become synchronous,

just as any living system is found to be creatively chaotic while still

capable of harmony without repetition (Oshry, 1996), (Mirollo &

Strogatz, 1990) (Pikovsky, Rosenblaum, & Kurtis, 2002), (Reiss & Marino,

2002). The example of an orchestra that plays the same piece, but never

the same way twice, as that would be boring, is Strogatz's sample of

chaotic synchronicity. For example, what do the pendulum and the firefly

have in common? Strogatz and Steward observed: "...a mathematical

discipline that has its most visible roots in particle physics appears

to govern the leap of the gazelle and the ambling of an elephant.

...techniques borrowed from statistical mechanics illuminates the behavior

of entire populations of oscillators. It seems amazing that there should

be a link between the violent world of plasmas, where atoms routinely

have their electrons stripped off, and the peaceful world of biological

oscillators, where fireflies pulse silently along a riverbank. Yet there

is a coherent mathematical thread that leads from the simple pendulum to

spatial patterns, waves, chaos and phase transitions. Such is the power

of mathematics to reveal the hidden unit of nature" (Strogatz & Steward,

1993, 109), (Buck, 1988), (Hudson, 1918).

      This mathematical functionality also reflects the musical nature of

the universe, as well as describing chaos. As Strogatz described: "The

idea is that, in a chaotic system, small disturbances grow exponentially

fast, rendering long-term prediction impossible" (Strogatz, 2003, 183).

What defines chaos and how does the concept of a symphony orchestra

illustrate this functionality in the natural world? Strogatz (2003)

defined chaos in the following quotes:

      Ecologists stumbled upon chaos in a simple model for the dynamics of a
      wildlife population. ...a handful of pure mathematicians starting with Henri
     Poincare... had known about chaos for 70 years. ...that's typical of the
     obstacles facing the development of any cross-disciplinary science"
      (Strogatz, 2003, 194).

     Scientists and mavericks in their fields produced advances that

bypassed accepted knowledge in the interests

of truth. This was how the science of chaos came about,

through synchronicity and hunches, followed by

reflection and unbiased observations. Hunches and reflection

produce the most inventive and creative flow (Maltz, 1960).

The teachers of the future can bypass the blocks of

industrial age ideas of a static reality that does

not respond and grow with the needs of the stakeholders

in the communities and educational systems that serve them.

Although chaos seems random, it is generated

by non-random laws.

      Chaos can sync. ...To
     understand how chaos works, the first step is to understand chaos
     itself. ...In colloquial usage, chaos means a state of total disorder. In
     its technical sense, however, chaos refers to a state that only appears
     random, but is actually generated by nonrandom laws.... It looks erratic
     superficially, yet it contains cryptic patterns and is governed by rigid
     rules. It's predictable in the short run but unpredictable in the long
     run. And it never repeats itself: Its behavior is nonperiodic. The chaos
     governed by the Lorentz equations, for example, is vividly illustrated
     by a strange and beautiful contraption, a desktop waterwheel designed by
     William Malkus, one of Lorentz's former colleagues at MIT (Strogatz,
     2003, 184-186).

      These quotes set the stage for the amount of synthesis and

integration that this Depth section attempted to present, as they

indicate the variables that will be necessary to include in a recipe for

educational excellence in 21st Century schools. To see from an

advanced perspective that certain underlying rhythms and musically

intelligent organisms populate a musically intelligent and, perhaps,

musically maintained universe, is only possible when the blinders of

superstition and unnecessary secrecy and lies are stripped from the eyes

of the industrially-controlled world (McNally, 1979). How can teachers

of the future become viable members of schools that maintain open

systems of feedback and understand the relevance of chaos theory and

quantum physics? Dealing with generational poverty and

media blitz, the M Generation has the digital age as its major source of

input.

     The M Generation is one that is immersed in multi-tasking: E-mail,

downloads, cell phones, music, videos, game boys and technology. The

global playing field of the internet has increased access for even very

young children to be part of something never seen before: a world

capable of instant feedback and knowledge exchange

(Martin & Hewstone, 2003). How will young children process knowledge

from almost unlimited sources? Will coping with depressive behaviors

continue to dominate psychological arenas? How will tomorrow's teachers

cope with such depressive behaviors? How will they stimulate positive

learning experiences in Pre-K and kindergartens that are using inclusion

and teamwork for differentiated classrooms? Inclusion is having disabled

children in classrooms with their peer groups of normal intelligence

(Rafferty, Piscitelli & Boettcher, 2003). Differentiated classrooms are

those that allow different learning styles for different types of

learners (Tomlinson, 1999). The areas of psychology, nursing,

education, staff development, early childhood education and

inter-generational teams, systems theories, quantum physics, chaos

theory, emergence, and sync are all included in the following synthesis

that attempts to answer some of these important questions (Hunt, Soto,

Maier, Miller & Goetz, 2002), (Hunt, Soto, Maier & Doering, 2003),

(Hunt, Soto, Maier, Liboiron, & Bae, 2004), (Ingram, 2000).

2) Biosynchronicity in Open Systems:

Theory and Motivation

 

     Many researchers have explored the link between depressive

behaviors, early childhood experiences, and motivation (Daly, Wilson, &

Vasder, 2001), (Das, 1995), (Walker, 2001). Internal vs. external

motivators have been found by psychologists and general systems

theorists to be of more lasting effect and to have a greater lifetime

impact on learning, far greater than the amount of

knowledge the memory might be able to retain. If the

child is allowed to choose their own scientific

explorations, as Vygotsky observed, then

their internal desire to learn new things will create

the required Zone of Proximal Development or ZPD

best suited to their own individual learning styles.

     When an interested and non-judgmental

peer or adult offers help and mentoring, then growth

of both brain and educational systems become more dynamic and

inter-related and proceed effectively without any need for external

interference or motivators. Feedback becomes automatic in the course of

any successful TEAMS Project. As also cited in the Breadth section, the

ecological systems theories of Brofenbrenner (1996)

indicate the direction that 21st Century education

must lead to help society utilize and improve

both organizational and educational systems so as to include this

all-important variable of feedback. Feedback or cybernetics affects the

dynamics of an open system and allows the growth of healthy interaction

for all stakeholders within the system being evaluated. Brofenbrenner,

whose ecological systems theory explored in the Breadth was based on a

circle of interaction that progressively expanded to include the

environment of the individual beyond the immediate family, as school and

playground experiences occur, spent many years of research on the

effects of generational poverty and exposure to violent behaviors. He

found an alarming trend toward suicidal tendencies and to increasing

rates for dropouts in American school systems.

     What are the major causes of such trends?

Learned helplessness is what happens to a child or an

adult when traumatic experience causes actual changes in the axons and

neuronal links in the brain. A shrinkage of the connecting dendrites

results in the lack of what is called a "bushy brain," one of the

indicators of functional intelligence. Even one traumatic experience can

cause shrinkage in these links and can result in long-term inability to

function in learning environments that others might find comfortable.

This physiological change is also seen in animals. It can be reversed

with the use of several solutions recommended by studies into

brain-based research. One academic program, the SuperCamp model, took

students, many with a history of chronically low levels of motivation,

and, using follow-up studies as feedback models, found that, after

attending for only ten days, students became insatiable learners who

"...improve grades, school participation, and self-esteem" (Jensen, 1998,

68). Creating emotional bridges between students and teachers,

eliminating the threats, high levels of novelty, movement and choice:

all these can dramatically increase levels

of low motivation, even among children who have experienced

learned helplessness. "Teachers who specifically

design their learning to have dozens of methods of

learner-generated feedback,...not one or two,...

find that motivation soars. Peer feedback is more

motivating and useful than teacher feedback in

getting lasting results"(Jensen, 1998, 69) Emphasizing internal

motivation over external is the most important way

that teachers can give their students the correct

attitudes for excellence. How can the child learn,

unless they wish to learn? No amount of threat or

stress can replace the internal motivation that

Louv (2005) found in the child able to integrate their

experiential reality with and through the natural world.

It is this world that informs and delineates real experience.

Filling in a big picture first and filling

in the details only when going into

specializations at the high school or even college level will bypass

limitations imposed by arbitrary assignment by grade instead of

inclination to share with a group of willing team members of many ages

(Daley, 2005), (Arbaugh, 2003), (Chen, 2002), (Bransford, Brown &

Cocking, 2000).

     Instead of providing motivating activities

in a group that will automatically provide positive feedback

to even the most disabled or youthful member of the team,

many teachers still put children in rows at desks and expect them

to follow the same unsuccessful routines that

plagued those who came before them. Learning by doing needs to replace

empty memorization and over-emphasis on homework

through shared vision and schools that are capable

of becoming open systems (Senge, 1990). Violence is

created by frustration and the lack of

ability, real or imagined, to effect positive change within the

ecological systems of home, school, playground, and society. Many case

studies follow happy, creative children through a school system that

creates a downhill slide of learned helplessness culminating in

thirteen-year-old drug abusers and suicides.

     There are alternatives. In Gerald Corey's (1986) overview of the theory

and practice of psychotherapy as a counseling technique, the ability of

the researchers and physicians to connect with the individual and make

reality meaningful is based on the notion that the brain gears

all behavior to fulfilling basic human needs such as belonging and

attaining a sense of self-worth. When this destiny is thwarted, pain

results. When we meet these psychological needs, we develop an identity

characterized by success. Corey points out that, from 1965 through the

80s, the renowned psychologist Glasser used a system he called

Reality Therapy. His premise was that the individual only relates to

experiences and retains information that is relevant to their reality

and belief systems. BCP is the quality of behavior being controlled by

our perceptions. In Reality Therapy, the open system in question was

seen as created by the interpersonal relationship between the client and

the therapist (Corey, 1986).

      One of the most powerful predictors of a teacher's

impact on students is the teacher's belief that what s/he

does actually makes a difference. As this is true for

teachers, how much more will it be a

viable choice for the students in the earliest years,

from birth to four, when the most growth and

learning occurs, when brains and selves are

still in early stages of development (Berends, 1986),

(Erikson, 1980)? Enough individuals in the environment of the child

for positive interaction to occur creates the self-esteem necessary to

attain compassion and conscience at an early age. This early stimulation

seems to be the key ingredient in producing creative, whole, lifetime

learners, and its lack in the earliest years may be one of the major

causes for America's fall to twentieth place in world ranking for

children, as more and more families see the necessity for both parents

to work merely to survive. Could it be that the lack of progress and the

dearth of American students entering the science and engineering fields

in the 90s could be the lack of belief in, and input from, the learners

themselves? This subject requires further action research.

3. Bio-synchronicity as the foundation for creativity in the natural world.

      What is bio-synchronicity and how does it relate to the creative

individual? The ability to act in a manner similar to the slime mold,

whose behavior was the model for most software programs, is not

generally accepted as a measure of intelligence. Letting go and letting

it flow, however, are actually natural functions and

laws of open systems that point the way to a new and more

interesting educational future for

21st Century learners (Wood, 1998). Nature was

the teacher that most scientists consulted. Like a waterfall that simply

exists to create a song of water hitting rocks far below, with

integrated counterpoints in spiral harmonies and vortexial rhapsodies

echoed in the stars and planets as they move slowly through space, the

most important ingredient in creative learning is the freedom to

interact and respond to a musically intelligent universe limited only by

the imagination itself, if quantum physics is to be believed. The truly

creative individual is not motivated by external rewards, but by the

internal quest for new and novel experiences. Only when the individual

is encouraged in this quest with positive feedback from peers and

mentors does their ZPD blossom like a lotus flower opening to include

ever-widening ripples of creative force. Eventually, this stimulation

results in the child becoming the mentor to those who lie below their

own level of mastery (Ridley, 1996), (Renee, Snyder, & Schrepferman, 2005).

This can only increase the potential for those who

follow, just as the guilds of the middle ages passed on skills to their

apprentices. The formation of viable teams was a natural part of life

before the industrial age. Every member of a team can help each other to

enter into a sanctuary zone where anything attempted becomes possible.

This is when true bio-synchronicity occurs and harmony in every chaotic

endeavor is the result. The fact not only that every

system becomes differentiated from every other system, but, more

importantly, that the system becomes different within itself: this is

what ultimately defines an open and viable system. The question then

remains, is intelligence a function of experience

(Narby, 2005), (Frohof, 1983)?

      Neuroplasticity may be described as the ability of the human brain to

change and grow at any stage of life, not merely in the first few years

after birth. This is the newest research showing the

potential of the organism to be a creative and open system

that can emerge into the qualities necessary in

biological organisms for synchronicity to occur.

Thus, the human organism, capable of quantum leaps of faith, can evolve

into more than the sum of its many parts (Restak, 2003). When the human

being is given the opportunity within its own circle or ecological

system to be creative and appreciated, its natural inclination is always

to seek to satisfy its inborn curiosity and potential. It is this inner

motivation that creates the required environment for this potential that

Strogatz called SYNC and Johnson named Emergence (Strogatz, 2003),

(Johnson, 2001).

     When the human being is merely given the opportunity

to become creative, its natural inclination is

to seek to satisfy the innate drive for new

and novel experience. This crucible of experience was what

Leonardo da Vinci called the best teacher. Just as dreams and visions

help humanity to successfully navigate the shoals and currents of the

organizational systems that define society and governments, so the

miracles of bio-synchronicity will help to guide the 21st Century human

to a better global partnership, making it possible to

attain the bioethical behavior that will be necessary for healing

global warming and environmental degradation of

habitat and to share with and care for all the other

species sharing the planetary biosphere

(Wood & Bryant, 1992), (Kraft,1983).

     The periodicity of fireflies gathered in

the trees along the river and the integrity of

bio-synchronous behavior: these can easily become the

subjects of reflection and insight.

To synthesize and integrate molecular biology with

inter-species communication will also reveal the missing part that art

and music gave to those lucky or blessed enough to have mentors and

peers who inspired them to the ever-greater levels of mastery and

achievement found in art and music (Bamsey & Clark, 2005). Maltz (1960)

regarded Psychocybernetics as a new science that gave insight into why

mental picturing, often associated in the past with magic, produced such

amazing results in his own life and practice. Psychocybernetics, as

discussed in the Breadth, regarded the human brain, nervous system, and

muscular system, as a highly complex servo-mechanism. This automatic

goal-seeking machine steers its way to a target or goal by use of

feedback data and stored information, automatically correcting course

when necessary. However, this automatic creative mechanism (seen in the

reflection and hunches that almost always accompany creative genius),

must have a target to shoot at. Seeing something clearly in the mind's

eye while relaxing from strain, the creative success mechanism takes

over and does the job much better than an individual could by conscious

effort or will power. The master pianist practices, but at the moment of

performance, it is the surrender to the music that produces the

masterpiece. To see oneself as the best one could be in the imagination,

in Maltz's opinion, is a necessary condition to personality

transformation or physical healing, regardless of the method of therapy.

This builds new memories or stored data in the mid-brain and central

nervous system. All people are creative workers. This echoes the work of

Jung, Fromm, Vygotsky and Piaget cited in the Breadth section. The same

mechanism for success exists in every individual, but is often only

called genius when the person becomes a famous writer, painter, or inventor.

     Early childhood experiences can create learned helplessness, but

replacing with achievement motivation and mastery orientation can

automatically reverse the process, correcting behavior

problems with the right attitudes

toward health and happiness. Without happiness,

creativity does not function well. Happiness is

a state of mind that creates its own goal-oriented

behavior. Conscious behavior often inhibits and jams the automatic

creative mechanism. Giving all one's attention to the present moment is

one answer, but time for reflection and hunches must be added to

learning classrooms as well as training in an attitude of happiness. Can

this come about naturally if the right methods are used, so that genius

is as adaptable as possible to differentiated learners?

      The human organism is a feedback mechanism with complex

interactions. Yet cells, brains, ants, and, yes, even the humble slime mold,

reflect the unfailing ability of Nature to attain higher-functionality,

as ever-more complex systems unite and harmonize to emerge as a whole

that is somehow, mysteriously, more than the sum of its parts (Emoto,

2005), (Strogatz, 2003), (Johnson, 2001).

Just as Gleick (1987) studied the new

science of chaos, describing the evolution of this new science from the

reflections and hunches of many independent

researchers, so every human, child, teenager, or adult, can

study their own attitutdes, choices, and ecological

systems to improve and arrive at a new paradigm that combines

these advances in brain-based research with the

harmonies that can result from bio-synchronicity.

      There were those such as Jensen

(1998), who co-founded SuperCamp, the nation's first and still largest

brain-compatible learning program for teens, who made a significant

impact despite the resistance of the status quo to funding new and

exciting technologies. There were over 40,000 graduates by the time he

published his work in 1998. Remaining deeply committed to making a

positive, significant, and lasting difference in the way the world

learns, Jensen pointed out that very little current brain research is

directed at improving educational systems. Grants, pharmaceutical firms,

and private agendas drive the research, rather than a group of

professional educators. If lowering threat and stress encourages more

participation from the student, it will be the teachers who will find

out for themselves. "Brain-compatible specifics for staff development

include dialogue time, choice, reflection, teams, journaling, peer

coaching, more feedback, and experimentation. These will evolve

innovative models that optimally develop each teacher's natural

capacities. With minimal downside risk, we can create new, complex,

orchestrated learning communities that have the capacity to push

traditional achievement scores to new heights" (Jensen, 1998, 114).

     What is the current research about how the brain really learns?

Cognition and meta-cognition are brain-based functions that are

present in creative environments that allow and encourage the child to

exercise their own unique talents and learning styles. The ability to

benefit both self and others is another reward of intrinsic motivation.

Jensen (1998) cited many interesting studies about cognition. "In the

classroom, there are three reasons why constant attention is

counterproductive. First, much of what we learn cannot be processed

consciously; it happens too fast. We need time to process it. Second, in

order to create new meaning, we need internal time. Meaning is always

generated from within, not externally. Third, after each new learning

experience, we need time for the learning to 'imprint.' In fact, new

physical skills can take up to six hours to solidify ...other new learning

contaminates the memory process. Our visual capacity, measured by bits

per second and carried by the optical nerve, is in the tens of millions

(Koch 1997). That's far too much to process consciously (Dudai 1997)

...so the brain continues to process information before and long after we

are aware we are doing it. As a result, many of our best ideas seem to

pop out of the blue. As educators, we must allow for this creative time

to occur. After completely new learning takes place, teachers should

consider short, divergent activities like a ball toss or a walk that

builds communication skills. Humans are natural meaning-seeking

organisms" (Jensen, 1998, 46).

      The value of focused and novel learning times followed by the time

to make this learning internal, plus the use of nutrition and non-biased

teachers who believe in their children, are what brain-based research

theories seem to indicate as most important to cognition. Teachers as

well need more quality time during the day for reflection and relaxation

(Li, 2004). Reversing the 20th Century degradation of environmental and

human systems is a necessary goal for teachers and students alike.

Unhealthy school lunches and over-emphasis on grades,

competition, and standardized tests, seem to shrink the growing brain, just as

learned helplessness inhibits brain function, especially in very young

children (Rose, 2005), (Rubin, 2003), (Walker, 2001), (Weil, 2000).

Individuals are not blank slates on which to

write, as John Locke proposed, but musical

pinpoints of light in a web of harmonic synchronicity that defines a

viable ecosphere, an open system

capable of growth and response (Pinker, 2002).

Conclusion:

Nature-Deficit Disorder and a Flat World:

Indicators Of a Pressing Need for Reforming American Educational Systems

     "The morality of the 21st Century will depend on how we respond to this
     simple but profound question: does every human life have equal moral
     value simply and merely because it is human? Answer yes, and we have a
     chance of achieving universal human rights. Answer no, and it means we
     are merely another animal in the forest" (Smith, 2006, #127).

     The exponential increase in violence and suicide

rates for teens in the last half of the 20th

Century may be a function of a lack of exposure to the wonders of the

natural world and the natural mind (Hanson

& Zercher, 2001), (Ferguson, 1994), (Ellis, 2001), (Nichols, 2005),

(Fergusson, Grant, Horwood & Ridder, 2005), (Gordon, 1999),

(Engel, 2002), (Emoto, 2005), (Emoto, 1999), (Louv, 2005).

Lack of funding for research and lack of

resources for early childhood exposure to multiple

disciplines and hands-on learning centers may be some of the causes that

lie at the root of a failed system of education that denies the child a

sanctuary for learning (Reilly, 1999), (Green & O'Brien, 2002), (Dils,

2004). Only unbiased and aware teachers

and mentors can provide educational

systems with the scaffolding and feedback necessary for these

organizations to function as living and inter-connected systems

(Bertalanffy, 1975), (Bertalanffy, 1972), (Bates, 1997), (Bales, 1999),

(Baker, 2001), (Gorski, 2001), (Barabasi, 2002). Teaching Design by

TEAMS Methodology will create hubs and mentors capable of affecting

their own open systems (Li, 2004), (Gay & Airasian, 2003), (Fuster,

2003), (Cooper, 2006), (Bertalanffy, 1975). Low-cost and effective

measures are not necessarily at odds (Brown, 1981), (Goldstein, 2002).

Simple solutions that provide a framework for teams that function by a

rigid set of rules, but are ultimately underdeterminable and infinitely

evolving, may be attained with open systems that are open to all

stakeholders, students and teachers alike. In fact, it is often in the

early peer relationships of sharing and caring that the child develops

the most important virtues for a successful life. Many teachers

themselves may have felt a calling at an early age to be guides and

mentors to their younger siblings or peers, setting a foundation that

can create master teachers in later years. Vygotsky's ZPD must be

considered important in all mentor and team

relationships. Learning-by-doing, also known as

Problem-Based Learning or PBL, needs to replace empty memorization

and well-meaning but demanding homework assignments, stealing time for

reflection and the practice of immersion in the solace and freedom of

nature, because the natural world in its integrity is the best teacher

(Harada, Lum & Souza, 2003), (Wood, 1987), (Ansary, 2004).

      According to many researchers, violent behavior is created in the

young child by frustration and lack of ability to effect personal and

positive change within the ecological systems of home, school,

playground, and society (Barcelo, 1993), (Anderson & Huesmann, 2003).

Even the hint of sarcasm has been shown to cause a

heart attack in those already susceptible

to one. If thoughts can affect water molecules,

what can thoughts do to each other: teachers,

students, parents, and administrators alike?

     Bodies are made up of over 70% water,

and the brain has an even higher percentage of water.

Many case studies follow happy, creative children through a school

system that creates a downhill slide of learned helplessness culminating

in the increasing incidence of violence and depressive and even

sociopathic disorders in children as young as thirteen years old:

alcoholism, drug abuse, and potential violence and suicides.

There was recently a PBS special

following one young child from a healthy,

four year old, creative individual, happy to

share their talents, to a thirteen year old rebel who wished only to

react with suicidal tendencies and escape into drugs.

This is caused by rebellion against a school

system perceived by the child to be closed and

controlling and capable of hurting and hating, something often caused by

inconsiderate peers. Unfortunately, this slide into depression and

learned helplessness is not an isolated incident, but affects a growing

number of children and teenagers. What is the answer to building

community and schools that interact and accomplish shared visions and

local and global solutions, while still allowing the young child the joy

in lifetime learning so necessary, according to Jung and other

psychoanalysts, for wholeness and mental,

as well as physical, health (Hodges, 1996),

(Senge, Cambron-McCabe, Lucas, Smith, Dutton, Kleiner, 2000),

(Henderson, 1996)? Out-of-the-box solutions are best

accomplished by using new techniques,

as more and more variables are revealed through systems

applications and action research. MIT First Woman President Hockfield

(2005) said, in her inauguration speech, that the ideal future for

scientists at MIT is to provide a safe harbor of understanding for many

boats of discovery. To become capable of competing and cooperating in a

world gone flat because of global outsourcing and other new economic

technological innovations of the 21st Century marketplace, the new

global economy will have team members that understand and appreciate the

new theories of chaos and synchronicity and how these theories will

evolve new systems capable of living growth and feedback (Freidman, 2005).


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Please feedback! Thanks! Andi Bowe
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Design by TEAMS methodology



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