How to Revolutionize Education

There is a general principle in economic history that economic growth is propelled by ever increasing specialization. One sector where economic growth is absent is the school system which does not become more efficient and productive over time because it is based on a planned economy rather than by increasing specialization and this is true even in private schools.

VR (virtual reality) and AR (augmented reality) have long been hampered by insufficient technological development and this has limited VR/AR mostly to the video game sector and even there are VR headsets not very commonly used as VR headsets are still far too large and cumbersome and therefore need to become substantially smaller. Yet, the Metaverse is clearly the future office, the future school, the future university and the future clinic. Metaverse will open up for immense specialization and the school system will be taken over by high tech companies.

However, there are steps that can be taken to ease the transition to Metaverse in schools. There are multiple problems with the school system: 

  1. Different pupils learn in different ways. More traditional systematic learning is the most suitable for some pupils while other pupils thrive with more associative learning. Pupils with ADHD and/or autism have highly individual disabilities that often substantially affect how they learn.
  2. Different pupils learn at different paces. The speed of learning largely correlates with individual IQ with those with relatively lower IQs learning relatively slower. 
  3. Grades for pupils who do their homework largely correlates with IQ and it is a myth that grades measure mainly the efforts pupils put into homework. SAT (Scholastic Aptitude Test) test scores also largely correlate with individual IQ.
  4. Homework is discriminatory since not all parents are able/willing to help with homework and homework also discriminates against pupils with relatively lower IQ due to them learning slower as well as against those with neuropsychiatric disabilities preventing them from doing their homework. Homework is only suitable for pupils with a pedagogic preference for systematic learning, who do not have low IQ relative to the average of their genetic group, who do not have a disability preventing them from doing homework and have parents who are able and willing to assist their children with homework.
  5. The school system is biased in favor of pupils with relatively higher IQ and thus favors genetic groups with relatively higher average IQs over genetic groups with relatively lower average IQs, indirectly causing racial inequity in socio-economic outcomes. This is why genetic groups with relatively higher average IQs are statistically overrepresented in higher education and why genetic groups with relatively lower average IQs are statistically underrepresented in higher education, contributing to racial strife and stigmatization leading to crime and social problems. There is no evidence that persons with relatively higher IQ are more suitable for higher education since academic learning mainly involves reading books and there is no evidence that those with relatively higher IQ read books faster than those with relatively lower IQ. 
  6. All pupils learn faster and easier if they are already interested in the subject matter.
  7. School maturity varies greatly between different pupils of the same chronological age.
  8. Educational expectations in the national school system are generally founded on a genotypic psychometric norm based on a dominant genetic group such as Ashkenazis in Israel, North Europeans in the United States and Chinese in Singapore. This is detrimental to students with lower individual IQs than the average norm and discriminatory towards genetic groups with relatively lower average IQs than the normative genetic group and leads to severe inequity in socio-economic outcomes.

Pedagogic specialization in contrast means that pupils are grouped in pedagogically specialized classes according to individual pedagogic needs and entirely irrespective of chronological age, gender and genetic origin. Considering the number of classes in a typical school, there is considerable room for pedagogic specialization in accordance with the individual needs of each pupil. Especially inspiring teachers should be used to make pupils passionately interested in school subjects before commencing learning any particular school subject as this will vastly increase the pace of learning. Funding for schools should be provided in accordance with individual IQ and individual disability. The school voucher should therefore involve a relatively higher payment the lower the individual IQ and a relatively lower payment the higher the individual IQ. The entire school system should be privatized based on pedagogic specialization and variable school vouchers. 

This will facilitate and prepare for Metaverse high tech companies taking over the school system, something which in any case is inevitable. The future involves replacing most teachers with AI (Artificial Intelligence) and Metaverse VR/AR education replacing physical schools. There will be a financial incentive for school companies to increase the average pace of learning since this will be profitable for the school companies. Variable school vouchers will make pupils with disabilities and/or relatively lower IQ economically attractive customers for the school companies. Schools should remain entirely publicly funded without any fees whatsoever.

Published by Daniella Bartfeld

Daniella Bartfeld is the founding director of the Aliyah Organization.

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